field_job_employment_type

field_job_occupational_field_parents_all

job_organization_name

city

state

<h3>Job Description</h3>
Job Description
About Mass Audubon Mass Audubon is the largest nature-based conservation organization in New England. Founded in 1896 by two women who fought for the protection of birds, Mass Audubon carries on their legacy by focusing on the greatest challenges facing the environment today: the loss of biodiversity, inequitable access to nature, and climate change. With the help of our 160,000 members and supporters, we protect wildlife, conserve and restore resilient land, advocate for impactful environmental policies, offer nationally recognized education programs for adults and children, and provide endless opportunities to experience the outdoors at our wildlife sanctuaries. Explore, find inspiration, and take action at massaudubon.org. 
About This Position We are seeking field teachers to help with field trips at Long Pasture Wildlife Sanctuary (Barnstable) and Wellfleet Bay Wildlife Sanctuary (Wellfleet) and outreach school programs in PreK through high school classrooms across the Cape. Field teachers work closely with our year-round education staff to provide hands-on, inquiry-based experiences that teach standards-aligned science content and practices. Long Pasture and Wellfleet Bay are home to a variety of coastal habitats, including salt marsh, sandy beach, and tidal flats, as well as forest and freshwater wetlands. Application Instructions Please submit a resume and cover letter with your ADP application.
Responsibilities
<ul>
<li>Lead hands-on, inquiry-based school programs (field trips and outreach to schools) for local students and teachers across the Cape (currently serving districts from Provincetown to Falmouth)</li>
<li>Work with our school programs team to ensure that the highest level of programming is consistently delivered to our school audiences</li>
<li>Become familiar with and teach a variety of environmental education lessons and activities which promote scientific literacy and appreciation for the natural world</li>
<li>Teach afterschool programs, vacation week camps, youth and family group programs as needed</li>
<li>Maintain and update curricula and instructional materials and equipment as part of the school programs team</li>
<li>Attend and actively participate in regional and departmental staff meetings, and PreK-12 professional development</li>
<li>Monitor program participants in indoor and outdoor environments and maintain the safety of all participants and staff as a priority</li>
</ul>
Qualifications At Mass Audubon, our highest priority is finding the best candidate for the job. Research has shown that people of color and women are less likely to apply for jobs if they don’t believe they meet every one of the qualifications described in a job description. We encourage you to apply, even if you don't believe you meet every one of our described qualifications or you have a less traditional background. We are looking for applicants with the following qualifications:
Must Haves
<ul>
<li>At least 18 years of age</li>
<li>Experience teaching and working with children in outdoor, school or camp settings</li>
<li>A love of nature and teaching outdoors</li>
<li>Excellent teaching and interpretive skills and experience and comfort with instructional technologies</li>
<li>Skills and ability to work with diverse groups, exercise cultural humility, and implement best practices in inclusion</li>
<li>Interest and experience with natural history, environmental education and/or science education</li>
<li>Demonstrate ability to work collaboratively as a positive contributor to the team</li>
<li>Excellent written and verbal communication skills and proficiency in office software applications</li>
<li>Hold current (or willingness to obtain) certifications in community CPR and First Aid (child and adult levels)</li>
</ul>
Nice to Haves
<ul>
<li>Experience working with English Language Learners (ELL) populations</li>
<li>Knowledge of local natural history, conservation, and environmental education</li>
<li>Experience in early childhood education</li>
<li>Familiarity with culturally responsive teaching or other equity-based pedagogy</li>
<li>Experience delivering urban environmental education programming or equivalent</li>
<li>Familiarity with Massachusetts Science Frameworks</li>
</ul>
Compensation, Benefits and Perks This position’s pay range is $18.48-$20.79/hour; actual salary will reflect level of experience and qualifications relative to position requirements. Dorm housing may be available for a small fee (seasonally during the fall and spring seasons. This is not a benefits eligible position.
Work Schedule This position starts in October 2025 and ends on June 18, 2026. Variable hours between 0-29 per week. Hours are dependent on programs worked. During field trip seasons (October through November and April through June), hours typically range between 15-25 per week, with fewer hours between December through March.
Other Requirements Employees must successfully complete a CORI and SORI Background Check and a Motor Vehicle Record (if applicable) is required.
Mass Audubon’s Commitment to Diversity, Equity, Inclusion, &amp; Justice Mass Audubon embraces diversity and equal opportunity in a serious way. We are dedicated to forming a team that represents a variety of backgrounds, perspectives, and skills. The more inclusive we are, the better our work will be. People of color are strongly encouraged to apply.
Mass Audubon’s mission is to “protect the nature of Massachusetts for people and for wildlife” by building a strong coalition of employees, volunteers, and community members. We recognize that the environmental movement and field of conservation have been affected by societal systems that have limited opportunity and access for many people. As a result, Mass Audubon is committed to creating an inclusive environment for all employees and applicants. We are engaged in an ongoing process of organizational assessment and change, designed to remove barriers and create a workplace where all forms of diversity are recognized and valued.
Equal Employment Opportunity Statement Mass Audubon is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees and applicants. Mass Audubon prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.

Field Teacher

<h3>Job Description</h3>
Job Description
Position: Upper School Spanish Teacher (starting 2026-27)
Department: Upper School - Modern Languages
Location: Ware Hall, Milton Academy Campus, Milton, MA
Hours: Full-time with the flexibility to work nights and weekends
FLSA: Exempt
Classification: Faculty (Academic Year)
Base Salary: For the 2025–26 academic year, faculty salaries range from $50,000 to $120,000 annually. Placement within this range is determined by years of experience, in alignment with Milton Academy’s faculty salary scale, which is designed to ensure equitable pay progression.
Housing Stipend: Faculty members who reside off-campus will also receive an annual stipend of $12,600 (in 2025-26) in addition to the base salary listed above.
Milton Academy is an independent college preparatory K–12 school, boarding and day in grades 9–12, located just outside of Boston.
Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care.
In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, “Dare to be true.”
Summary of Position: 
Milton Academy is seeking applicants for a full-time Upper School Spanish teacher position within the Modern Languages Department, supporting students in grades 9 through 12. This position begins in August 2026.
The teacher will be responsible for teaching four classes and will play an active role in the broader life of the school community. Native or near-native fluency in Spanish is required, as well as a minimum of three years of experience teaching Spanish language and literature at the secondary or collegiate level. A strong academic background in the Spanish language, literature, or a related field is essential.
Candidates with certification or an advanced degree in teaching Spanish as a second language are strongly preferred. Importantly, fluency alone is not sufficient—we seek an educator with training and experience in the pedagogy of second-language acquisition. An advanced degree is preferred but not required. The ideal candidate demonstrates excellent teaching skills, creativity in curriculum design, and a commitment to ongoing professional growth.
Beyond the classroom, Milton faculty members are active contributors to the life of the school, including advising, participating in community and residential life activities, among other duties. Work authorization required; no sponsorship available.
Essential Functions and Responsibilities
Teaching and Curriculum
<ul>
<li>
Demonstrated ability to teach beginner, intermediate, and advanced levels of Spanish language, literatures, and cultures.
</li>
<li>
Ground instruction in the ACTFL Proficiency Guidelines, Can-Do Statements, and the three modes of communication (interpersonal, interpretive, presentational).
</li>
<li>
Create a student-centered, communicative classroom that emphasizes proficiency, meaningful use of Spanish, and intercultural understanding over rote grammar practice.
</li>
<li>
Design units using backward design principles, aligning assessments with clearly defined learning outcomes.
</li>
<li>
Incorporate authentic materials (literature, films, music, media, and contemporary cultural content) to connect students with the diversity of the Spanish-speaking world.
</li>
<li>
Differentiate instruction to meet the needs of students at varied proficiency levels, including heritage speakers.
</li>
<li>
Integrate new pedagogical trends, such as project-based learning, intercultural communicative competence, portfolio-based assessment, and the use of digital/AI tools for language learning.
</li>
<li>
Collaborate with colleagues to develop inter-departmental and cross-disciplinary projects, including working with the middle school division on curriculum and instruction.
</li>
<li>
Learn about and apply principles of diversity, equity, and inclusion in curriculum design, classroom practice, and student engagement.
</li>
<li>
Actively support students, providing mentorship and academic guidance, while fostering a classroom culture of respect, curiosity, and global awareness.
</li>
<li>
Assess and evaluate student performance through varied methods, including performance-based assessments, projects, essays, and exams.
</li>
<li>
Provide timely and comprehensive written and oral feedback, including formal progress reports and end-of-term comments.
</li>
<li>
Communicate effectively with students, parents, and colleagues regarding academic performance and student growth.
</li>
</ul>
Advising
<ul>
<li>
Serve as an advisor to a group of up to nine students, engaging in advisor meetings each week.
</li>
<li>
Connect, support, communicate, encourage, and celebrate each advisee
<ul>
<li>
Facilitate students' social-emotional learning and growth in alignment with all school programming through small group meetings.
</li>
<li>
Build deep relationships with each advisee and assist them in navigating challenges they may encounter.
</li>
<li>
Form relationships with and act as a liaison between the school and advisee families; serve as the first point of contact between the school and families.
</li>
</ul>
</li>
<li>
Read and be familiar with all relevant materials, most importantly the Student Handbook and the sections of the US Faculty Handbook on academic regulations and diploma requirements.
</li>
<li>
Be informed about course offerings for the following year and help each advisee select programs that are challenging and appropriate, as well as areas of special interest.
</li>
<li>
Review each advisee’s grades and comments.
</li>
<li>
Craft formal advisor reports for each advisee two times per year, offering overarching perspectives on their progress, and acknowledging a broader view of their academic and community achievements at Milton.
</li>
<li>
Should an advisee need additional support in a particular area, be in steady contact with the advisee’s teachers, administrators, and/or other committees as needed.
</li>
<li>
Attend all upper school student required weekly assemblies, programming, and special events (e.g., community service day, pep rallies).
</li>
<li>
Attend class trips, retreats, and social events arranged by the director of student activities or the class dean.
</li>
</ul>
Community
<ul>
<li>
Be a visible, accessible presence around campus.
</li>
<li>
Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for.
</li>
<li>
Share in the enforcement of our expectations for students.
</li>
<li>
Actively participate in greater community enrichment activities, such as advising a student activity, acting as a faculty sponsor to a student club, coaching an athletic team, leading an intramural sport or acting as an affinity group advisor.
</li>
<li>
Complete all chaperone and/or supervisory duty, as assigned; lead and facilitate weekend programming / activities and supervise recreational activities both on and off campus.
</li>
</ul>
Residential Life (if residing in on-campus housing)
<ul>
<li>
Act as a mentor and role model in all areas of the residential program, demonstrating a commitment to the success of each student, especially in the areas of social and emotional development.
</li>
<li>
Contribute to creating a positive community culture within the dorms that ensures students are heard, seen, valued, and cared for.
</li>
<li>
Be on call (on duty) as a dorm parent in a residential dorm once a week and on rotational weekends and ensure that all responsibilities and rules outlined in the faculty handbook around dorm supervision are adhered to.
</li>
<li>
Facilitate and oversee programming when on duty and supervise recreational activities as assigned.
</li>
<li>
Communicate regularly with other house staff as an opportunity to check in about the students in the dorm.
</li>
<li>
Attend at least two dinners per week with the dorm community.
</li>
</ul>
Other Professional Expectations and Responsibilities
<ul>
<li>
Work cooperatively with students, parents, peers, administration, and community members.
</li>
<li>
Act in a manner that is respectful, generous toward others, supportive of colleagues, and based in a belief in the competence and good intentions of all members of the community.
</li>
<li>
Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents.
</li>
<li>
Create and maintain classroom and campus environments that are open and flexible, reflecting the school’s values related to diversity, equity, and belonging.
</li>
<li>
Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school’s growth statements.
</li>
<li>
Exhibit skills in collaborative problem-solving, critical thinking, and teamwork.
</li>
<li>
Meet deadlines.
</li>
<li>
Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required.
</li>
<li>
Prepare for and participate in opening of school programming, family visit days, graduation, and all other key student/family moments that are part of the school calendar.
</li>
<li>
Complete school-required training.
</li>
<li>
Abide by the school’s policies and procedures as outlined in the provided handbooks.
</li>
<li>
Communicate with the appropriate supervisor when unable to meet any professional obligation.
</li>
</ul>
Supervision to be received: Supervised by the Modern Languages Department Chair and Dean of Faculty.
Supervision to be exercised: None.
Education/Certification/Licensure
Required: A bachelor’s degree in Spanish language, Spanish Linguistics, Peninsular and/or Latin American Spanish Literature, Hispanic Studies or a related field.
Preferred: A master’s degree in the Spanish language, Spanish Linguistics, Peninsular and/or Latin American Spanish Literature, Hispanic Studies or a related field.
Experience
Required: A minimum of three years of proven experience in teaching and creating curriculum in Spanish Language.
Preferred: Experience working in an independent boarding / day school.
Competencies
Required:
<ul>
<li>
Proficiency in Spanish curriculum creation and instruction.
</li>
<li>
Proficiency in Second Language Acquisition teaching methods.
</li>
<li>
Excellent verbal and written communication skills in English and Spanish.
</li>
<li>
Demonstrated computer expertise, including proficiency in Google Workspace, Microsoft Office and Adobe Creative Cloud.
</li>
<li>
Ability to work collaboratively with internal and external constituencies.
</li>
<li>
Understanding of confidentiality and related issues.
</li>
<li>
Receptive to supervision and professional development.
</li>
<li>
Desire to be a part of a dynamic educational community.
</li>
</ul>
Physical Abilities
Required:
<ul>
<li>
Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements.
</li>
<li>
Must be able to teach in a classroom setting and use relevant instructional technology.
</li>
<li>
Must be able to move around the Milton Academy campus without restriction.
</li>
<li>
Must be able to lift up to 10 pounds.
</li>
</ul>
All interested internal candidates must complete an application for promotion or transfer and inform your supervisor as soon as possible.
The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time.
Milton Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of any category protected by federal, state, or local law, including but not limited to race, color, sex, sexual orientation, gender identity, gender expression, religion, disability, age, genetic information, veteran status, ancestry, citizenship or national or ethnic origin.

Upper School Spanish Teacher (starting 2026-27)

<h3>Job Description</h3>
Job Description
Kreco is a nationwide organization that specializes in PK-12 world language education. We support language learners of all kinds by connecting schools nationwide to teachers for Spanish, French, Italian, German, Mandarin, Japanese, Arabic, American Sign Language (ASL), and more. Our schools and students are our driving force, and as we seek to meet their needs, we are searching for language teachers of all sorts. Currently, we have several on-site paraprofessional opportunity available for the 2025-2026 school year. Compensation varies and depends on your teaching project, ranging from $400 to $1,100 weekly. Daytime availability is required. No night or weekend classes! Kreyco ensures that all of our teachers have everything they need to be successful in their classrooms. This includes providing a comprehensive curriculum to our teachers, connecting them to supervisors and mentors in our network, and offering numerous professional development opportunities at no cost. Kreyco always has our teachers' backs! Our team is constantly growing as more and more schools reach out, hoping to offer language instruction to their students. As our network of schools expands nationwide, so does our network of teachers. We are always seeking qualified teachers to join our team. Kreyco teachers are qualified, passionate, and dedicated educators. Our teachers may come from diverse backgrounds, with work experience in a wide range of careers, but all share a common goal: they believe in the positive impact that learning a second language can have on our students. If this belief resonates with you, Kreyco may be your new professional home. Job Summary:
<ul>
<li>Job Location: On-site</li>
<li>Schedule: M-F, daytime teaching hours</li>
<li>Employment Type: Independent contractor</li>
</ul>
 You can learn more about Kreyco and what it is like to work with us by following this link to watch a short video:
Kreyco is hiring! We look forward to hearing from you soon!
Requirements
<ul>
<li>Must reside in the US and be commutable to the school location</li>
<li>Authorized to work in the United States</li>
<li>Complete background check </li>
</ul>
Benefits
<ul>
<li>Professional development</li>
</ul>

Elementary School: Paraprofessional (Windham area)

<h3>Job Description</h3>
Job Description
First for a reason:
At First Student, we are a family of 60,000+ employees who take pride in safely transporting more than 5 million students and passengers to and from their destinations each day! Our family of brands include Transco, Total Transportation, Maggies Paratransit, and GVC II. Our employees are at the forefront of safety and innovation; they create and implement the most advanced training and technology the transportation industry has to offer. 
Now Hiring Monitor/Aide
At First Student, our Monitors/Aides are a constant reflection of our company's commitment to safety and customer service. The Monitor/Aide is responsible for providing operational oversight, day-to-day management, and assists drivers in safe operation of routes.
At First Student, we are proud to offer:
<ul>
<li>$17.50/ hour</li>
<li>5 hours per school day guaranteed</li>
<li>Tremendous Career Advancement Opportunities due to a strong presence across North America</li>
<li>Positive and rewarding work environment</li>
</ul>
Monitor/Aide Responsibilities:
<ul>
<li>Knows the route and remains alert to monitor the welfare of passengers while in route</li>
<li>Communicates behavior problems and conditions of various stops with the driver</li>
<li>Assists in pre-trip and post-trip inspections of the bus</li>
<li>Assists students in the loading and unloading process</li>
<li>Cooperates and communicates with school personnel, students, and parents</li>
<li>Attends all safety and training meetings</li>
<li>Conducts emergency evacuation from the bus, including use of exiting by emergency door</li>
<li>Opens and closes service doors and moves up and down steps multiple times daily</li>
<li>Cleans the inside of the bus</li>
<li>Assists driver when necessary to safely direct the vehicle backwards</li>
</ul>
Monitor/Aide Required Experience and Skills:
<ul>
<li>Good verbal communication skills</li>
<li>Attention to detail</li>
<li>Early morning availability</li>
<li>Judgement/problem solving skills</li>
<li>Ability to manage high degrees of stress</li>
</ul>
First Student's commitment to putting our customers first, dedication to safety, and an ambition to deliver dependable transportation makes for a working environment you'll love. As a huge company with 120,000 staff and over 2.5 billion customers worldwide, you'll also enjoy security, a brilliant future, and excellent training.
Apply today to join our team!
In the state of Washington, all technician and driving positions, including but not limited to van drivers and any other position requiring employees to drive a company-owned vehicle, are considered safety-sensitive and are therefore subject to drug and alcohol testing, including cannabis.
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or veteran status. First is also committed to providing a drug-free workplace. First will consider for employment qualified applicants with criminal histories consistent with the requirements of the San Francisco Fair Chance Ordinance, Los Angeles Fair Chance Ordinance, and any other fair chance law. Philadelphia's Fair Criminal Record Screening Standards Ordinance Poster is at this link or upon request <a href="https://www.phila.gov/media/20210423160847/Fair-Chance-Hiring-law-poster.pdf" target="_blank">https://www.phila.gov/media/20210423160847/Fair-Chance-Hiring-law-poste…</a>.

Special Needs Monitor

<h3>Job Description</h3>
Job Description
Boston Speech is currently seeking a qualified and experienced Reading Specialist to join our team. As a Reading Specialist, you will play a vital role in supporting students' reading and literacy skills. You will work with students on an individual or small group basis, providing targeted instruction and interventions to improve reading fluency, comprehension, and phonics skills.
This position requires working 15 hours a week, and the rate is $70-$80 per hour at a school in Revere.
Responsibilities:
<ul>
<li>Conduct assessments to evaluate students' reading abilities and identify areas of need</li>
<li>Develop and implement individualized reading plans and interventions</li>
<li>Provide direct instruction and support to students to foster reading fluency and comprehension</li>
<li>Utilize evidence-based reading strategies and materials to enhance students' literacy skills</li>
<li>Collaborate with teachers, parents, and other professionals to monitor students' progress and make appropriate adjustments to instruction</li>
<li>Maintain accurate and organized documentation of student progress and interventions</li>
</ul>
Requirements
<ul>
<li>Valid certification as a Reading Specialist</li>
<li>Experience with OG or Wilson reading program is a plus!</li>
<li>Prior experience working as a Reading Specialist or in a similar role</li>
<li>Knowledge of evidence-based reading instruction and intervention strategies</li>
<li>Ability to assess students' reading abilities and develop individualized plans</li>
<li>Strong communication and interpersonal skills</li>
<li>Ability to work effectively with students, parents, and a multidisciplinary team</li>
<li>Attention to detail and strong organizational skills</li>
</ul>

Reading Specialist 70 to 80 per hour

<h3>Job Description</h3>
Job Description
Dance Teacher (Leave Coverage)

Grade Level:&nbsp;Elementary School
tart Date:&nbsp;March 2026
Location: UP Academy Holland

About UP Education Network UP Education Network is a non-profit school success organization that addresses inequities in public school systems. UP provides differentiated support to historically under resourced schools through a partnership with districts and the state. Since opening its doors in 2010, UP Education Network has focused on taking the lowest-performing schools in Massachusetts and transforming those schools into exceptional learning environments. We manage two campuses in Dorchester, serving over 1,300 students in Boston Public Schools (BPS) from grades pre-K through 8th. Our schools operate with charter-like autonomy while our network provides comprehensive support and management that builds capacity for schools to focus deeply on students. Teaching at UP Education Network UP Academy teachers work with a team of diverse colleagues to develop rigorous curricula, deliver engaging lessons, and support all students on the path to and through college. Desired Characteristics of an UP Teacher
<ul>
<li>A deep desire to work with educationally underserved student populations and their families</li>
<li>An unwavering commitment to the academic success and personal development of our students</li>
<li>An eagerness to set ambitious, challenging, and tangible goals, and a relentless drive to achieve them</li>
<li>A capacity to remain calm and focused when faced with unexpected challenges</li>
</ul>
&nbsp;
Skills and Experience
<ul>
<li>Ability to support language acquisition and development in students with diverse needs</li>
<li>Ability to help students access content curricula through effective scaffolds and accommodations</li>
<li>Provide effective instruction in both push in and pull out settings to target language goals</li>
<li>Work in close collaboration with other teachers and service providers&nbsp;</li>
<li>Ability to collect and analyze data to monitor and report on student progress&nbsp;</li>
<li>Deliver and implements specific ESL curriculum to develop language and literacy skills</li>
</ul>
Qualifications
<ul>
<li>A strong belief in UP Education Network’s core values: Teamwork, Integrity, Growth, Engagement and Resilience</li>
<li>Background in and knowledge of teaching multilingual students</li>
<li>Bachelor’s degree is required, Master’s degree is preferred</li>
<li>SEI endorsement and a valid Massachusetts Teaching License in Dance&nbsp;</li>
<li>Current authorization to work in the United States – A candidate must have such authorization by his or her first day of employment</li>
</ul>
Compensation and Benefits This is a long term substitute role.&nbsp;&nbsp; UP Academy follows the salary scales&nbsp;and salary placement policies&nbsp;of each UP Academy’s&nbsp;host school&nbsp;district&nbsp;or state turnaround plan; please see the relevant union’s collective bargaining agreement for additional details. As an employee of UP Academy and your respective school district,&nbsp;you will receive the same access to personal and sick days, health insurance, and dental insurance as others within your union.&nbsp; &nbsp;
Working at UP Education Network We know that great staff members directly lead to the success of our students. At UP, your career is shaped by:
<ul>
<li>Opportunities for immediate impact: UP offers a chance to bring best practices found in high-performing schools to students previously enrolled in struggling schools, and to rapidly unlock the potential of these students</li>
<li>Talented, mission-driven colleagues: Our staff is enthusiastic, dedicated, and willing to do “whatever it takes” to put every student on the path to college</li>
<li>Collaboration and teamwork: Staff members collaborate and work closely together on grade-level or content area teams, using data to track student performance as well as guide instructional practice</li>
<li>Consistent professional growth and development: Members of our staff typically have bi-weekly check-in meetings with their managers where they receive targeted coaching and support. The entire staff participates in weekly professional development sessions during the school year, kick-started by extensive training.&nbsp;&nbsp;</li>
</ul>
We encourage applicants from diverse backgrounds to apply for any open position for which they are qualified.&nbsp; Our students must be exposed on a daily basis to a diverse group of powerful role models. Therefore, we have a responsibility to recruit, retain, develop, and reward a diverse and talented staff from a wide range of backgrounds to join our creative, mission-driven team.&nbsp;
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Dance Teacher (Leave Coverage) (SY25-26)

<h3>Job Description</h3>
Job DescriptionSalary: $66,000 - $95,000 Annually, Based on Education and Relevant Experience 
 Lawrence Family Development Charter School
 <a href="http://www.lfdcs.org" target="_blank">www.lfdcs.org</a>
 Strengthening familiesbuilding community
 
The Health Education Teacher will be responsible for teaching the fundamental principles of health education, based on the state standards. Demonstrate a love of health topics and the value of health education to students lives.
Responsibilities:
<ul>
<li> Teach Health as a special subject to students in Grade K2 (5 year olds) through Grade 8.</li>
<li> Collaborate with PE Teacher and SEL Teacher on cross curricular lessons </li>
<li> Create and plan engaging, grade-appropriate Health </li>
<li> Familiarity with national and state Health</li>
<li> Illustrate basic Health concepts for students through various modalities (models, visuals, etc.)</li>
<li> Design creative activities to allow students to understand and internalize health standards. </li>
<li> Plan and facilitate developmentally-appropriate health activities.</li>
<li> Maintain strong classroom management through engagement.</li>
<li> Communicate with classroom teachers, parents, and administrators as needed.</li>
<li> Work with other specialists (Art and Music) to develop rich standards-based experiences.</li>
</ul>
Experience/Qualifications:
<ul>
<li> Bachelors Degree required; Masters Degree preferred </li>
<li> Certified in Health by the Department of Elementary and Secondary Education</li>
<li> SEI endorsed or become SEI endorsed by the end of the first year</li>
<li> Proven ability to communicate well with adults and children</li>
<li> 3 years experience preferred</li>
<li> Strong commitment to education reform initiatives, particularly raising educational equity for low-income and linguistic minority students</li>
<li> Bilingual (Spanish/English) preferred</li>
<li> Demonstrated ability to work as a positive team member</li>
<li> Experience developing programs for urban students of Hispanic backgrounds preferred</li>
</ul>
Schedule: Full-Time, School-Year Position
Reports to:Heads of School
Lawrence Family Development Charter School does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, marital status, citizenship, genetic information, or any other characteristic protected by law.

Health Teacher

<h3>Job Description</h3>
Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. &nbsp;Requirements:&nbsp; 
<ul>
<li>Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff.</li>
<li>Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing.</li>
<li>Uses positive and constructive methods of child guidance, while ensuring that all staff does the same.</li>
<li>Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable.</li>
<li>Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior.</li>
<li>Works with the Site Director in the design of the program space and maintain facility and supplies at all times.</li>
<li>Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment.</li>
<li>Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development.</li>
</ul>
 Key ResponsibilitiesThis employee ensures: 
<ul>
<li>Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development.</li>
<li>Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture.</li>
<li>Communicates information to parents.</li>
<li>Maintains a program environment that is safe, healthy, and engaging.</li>
<li>A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential.</li>
<li>A program which meets community needs in a manner consistent with the YMCA mission.</li>
<li>Practices and follows all COVID-19 Policies.</li>
<li>Completes daily screening prior to entering work each day.</li>
<li>Wears a mask at all times</li>
<li>Abides by Social Distancing recommendations</li>
<li>Completes all PPE and Safety trainings prior to first day of work</li>
</ul>

Group Leader - Brighton

<h3>Job Description</h3>
Job DescriptionCompany Description 
Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference!
Job Description 
Uncommon High School English Language Arts (ELA) teachers are passionate about literature and building an engaging, rigorous classroom culture focusing on helping all students prepare for college. Our teachers become experts in their course content, and have a keen sense of how to motivate and inspire high school students. At the heart of our English classes is an emphasis on reading and&nbsp; student-led discourse. Teachers use a variety of instructional strategies to prioritize discussion, ignite a passion for literature, and promote strong voice and agency within students. At the conclusion of each high school year students are more prepared for the academic rigor and independence of college coursework, as well as for a long term love of literacy.&nbsp;
Responsibilities
1.&nbsp; &nbsp; &nbsp;Instruction
<ul>
<li>You'll teach from a robust literature curriculum shared across our high schools that prioritizes inclusive texts, emphasizes diversity, and prepares students for Advanced Placement (AP), SAT and collegiate level coursework.&nbsp;</li>
<li>You'll conduct a deep exploration of daily content in order to guide students to analyze books by authors like James Baldwin, Toni Morrison, F. Scott Fitzgerald, William Shakespeare, and Yaa Gyasi; books that ignite a passion for literature, sharpen a critical eye for examining the world, and deepen students’ intellectual identity.&nbsp;</li>
<li>You’ll develop students’ independent and collaborative reading, writing, and discussion skills.&nbsp;</li>
<li>You'll facilitate student-led discourse, teaching students to use evidence to make sophisticated claims, and to synthesize and evaluate arguments and rhetoric.</li>
<li>You’ll analyze student comprehension and writing regularly and determine how to adapt and write your own lessons to maximize student learning.&nbsp;</li>
<li>You’ll partner with your department and your grade level team on content and instructional strategies that support your students and help all students succeed.&nbsp;</li>
</ul>
2.&nbsp; &nbsp; &nbsp;Data Analysis
<ul>
<li>You'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments.</li>
<li>You'll learn and implement strategies to differentiate instruction for all learners in your classroom.</li>
</ul>
3. &nbsp; &nbsp; School Culture
<ul>
<li>You’ll build positive relationships with students to ensure they feel seen, loved, and heard.</li>
<li>You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs.</li>
<li>You'll engage in practice-based professional development, mentorship, and coaching sessions.</li>
<li>You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement.</li>
<li>You'll partner with your grade level team to develop academic goals and practice instructional strategies.</li>
</ul>
Qualifications 
<ul>
<li>A demonstrated commitment to supporting students’ social emotional and academic development</li>
<li>An enthusiasm for collaborating with internal and external partners in the best interest of students</li>
<li>A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives</li>
<li>Required Experience:
<ul>
<li>A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred).</li>
<li>Academic expertise in Humanities, English, Social Sciences, or other related fields of study.</li>
<li>Prior to the start of employment, you must have a bachelor's degree from an accredited college or university and have earned a cumulative GPA of 2.5 or higher by the time employment begins. You do not need to be certified to be hired; however, if hired you will need to pass state teacher certification tests to meet the MA state requirements.</li>
<li>All Commonwealth charter teachers must either have an appropriate MA educator’s license or pass required the MTEL(s) including the Communications and Literacy MTEL , Subject Specific MTEL, and the MTEL SEI (Sheltered English Immersion) Endorsement within first year of employment. All core academic teachers* assigned to teach English learners are required to earn the SEI endorsement. Any teacher without a SEI endorsement has one year from date of assignment to teach ELs, to earn the MTEL SEI endorsement.&nbsp;</li>
</ul>
</li>
</ul>
 Additional Information 
Our people are what make us Uncommon.&nbsp;&nbsp;We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity &amp; fairness and attracting &amp; retaining top talent.
Compensation
Compensation for this role is between $57,000 to $89,000.&nbsp;
Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $57,000.&nbsp;
Benefits
<ul>
<li>Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer).&nbsp;</li>
<li>Extensive, best-in-class training and development&nbsp;&nbsp;</li>
<li>Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA)</li>
<li>Financial Planning</li>
<li>Pension through Mass. Teachers Retirement System&nbsp;&nbsp;</li>
<li>403(b) retirement savings program&nbsp;</li>
<li>Paid leave of absence options (parental, medical, disability, etc.)</li>
<li>Mental health and counseling support + wellness benefits</li>
</ul>
*A detailed list of all benefits is located&nbsp;HERE.
At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture.
As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email <a href="mailto:recruitment@uncommonschools.org" target="_blank">recruitment@uncommonschools.org</a>.

High School ELA Teacher

<h3>Job Description</h3>
Job DescriptionYPP STEM Literacy Instructor
The Young People's Project (YPP) is on a mission to change the landscape of who participates in the learning and teaching of STEM education in Boston, Cambridge and Somerville Massachusetts. YPP is committed to working with populations of students who have historically been on the bottom, especially in STEM. YPP understands that part of the solution to the problem of improving STEM education access and outcomes for populations of students who are being left behind lies within the students themselves, who we view as valuable assets. YPP has over 20 years of experience engaging and employing young people to work out of school to learn math well enough to teach, lead, and organize math literacy for their younger peers.
 
Relevance of the Position:
The purpose of a STEM Literacy Instructor is to guide and mentor a team of High School Math Literacy Workers (MLWs) through ongoing support, math and CS workshops, planning, and debrief sessions that will help them in their personal and professional development as learners, teachers, leaders, and organizers.
This work is at the frontier of STEM education in the country in that, by tapping into the energy of young people and the inherent influence they possess over one another, it seeks to provide a meaningful approach to the need in the country for quality math and computer science (CS) instruction for all children and particularly bottom quartile children.
If you are interested in STEM, particularly Computer Science, and are looking for ways to make a difference in your community, then this may be the role for you. We expect the STEM Literacy Instructor to grow and develop so that they will:
<ol>
<li>Help to build a safe, inviting, challenging, respectful and engaging learning environment and culture in the classroom;</li>
<li>Build meaningful professional relationships with the students, teacher, and YPP staff;</li>
<li>Help students develop the thinking, communication, problem-solving, management, inquiry, team-building, and interpersonal skills they will need to become successful in school and in life;</li>
<li>Become leaders in the classroom by helping to teach the material and manage a classroom.</li>
</ol>
In addition, STEM Literacy Instructors will occasionally provide support for special projects and will work with the local YPP Site Director to document and assess the quality of the program implementation.
 
Major Responsibilities:
Candidates with many of the following skills and attributes will do well in this role:
<ul>
<li>Ability to learn from, teach and co-lead a classroom of 20 in STEM related content</li>
<li>Comfortable with coding, research and development</li>
<li>To understand that the way you might solve a problem might not be the best solution</li>
<li>To believe, trust, and act on the suggestions of your students</li>
<li>Strong presentation/communication of curriculum measured by observation</li>
<li>Demonstrates Patience and Professionalism</li>
<li>Shows interest in the lives and well being of all students</li>
<li>Excellent interpersonal, communication, problem solving, multi-tasking, and leadership skills, and the ability to independently accomplish responsibilities as a member of multidisciplinary team</li>
<li>Open to all opinions, varying views and questions</li>
<li>Understand the institutional obstacles and barriers facing the students in the schools and communities you will work</li>
<li>Understand and be able to articulate YPP Mission, History, and Purpose of Math Literacy work</li>
<li>Ensuring Students are learning and mastering the materials</li>
<li>Meeting with other staff to coordinate the flow of the day, lesson plan, turn in lesson plans on time to get feedback and make adjustments before any outreach</li>
<li>Documenting where students need help and which skills need work</li>
<li>Have continued and timely communication with other instructors and Coordinator</li>
<li>Take notes during the session so you can add it to skills needed to work on with MLWs</li>
<li>Conduct and document one-on-ones and make that information available to Director</li>
<li>Foster an effective relationship with MLWs</li>
<li>Ensure that attendance and other data collection is tracked and documented constantly and regularly</li>
</ul>
 
Basic Qualifications
<ul>
<li>Between age 19-27 or enrolled at a Boston area college/university</li>
<li>Experience in Python or other Object-Oriented Programming languages</li>
<li>Comfortable with giving presentations</li>
<li>Comfortable with instructing in urban schools</li>
<li>Openness to learning a "New Way to Teach"</li>
<li>Loves to design, act and revise</li>
</ul>

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