Boston Public Schools jobs - 281 jobs

General Information Job Title: Part-time Cafeteria Attendant-Madison Park Technical Vocational High School / O'Bryant School of Math & Science- FNS(SY25-26) FTE: 4 hours/day Hours: 9:30AM- 1:30PM Job Code: Part-time Cafeteria Attendant REPORTS TO: CAFETERIA MANAGER RESPONSIBILITIES: DEFINITION: An attendant is a staff member with the following duties: * Safe preparation and handling of food * Cleaning and sanitizing of equipment and facilities * Serving of food * Assisting with record keeping PERFORMANCE RESPONSIBILITIES: * Performs efficiently and to the best of his/her ability the duties assigned in relation to preparation of food, serving of food, cleaning all areas of the kitchen, or other assigned duties, which may include operation of a cash register, in the time allotted. * Attends training meetings as required. * Reports to work as scheduled, sign the posted time sheet, and remain on the job until dismissal by the manager. * Notifies the manager and the main office at the earliest possible time when unable to work. * Maintains pleasant working relations with fellow employees by showing consideration for others: patience, respect, self-control, i.e., refrain from the use of offensive language and other undesirable character traits. * Follows all policies of the School Committee and instructions of the Cafeteria Manager relating to safety measures, sanitation practices, personnel standards, work techniques, and methods of performing duties. * Performs duties involved in the safe preparation and handling of food, cleaning and sanitizing of equipment and facilities, and serving of food. * Assists with food preparation. * Portions food. * Cleans kitchen equipment and work area including floor. * Sets up serving counter. * Serves food on line after receiving instructions as to portion size. * Washes dishes, trays, flatware, pots, pans and utensils. * Washes dining room tables. * Unpacks supplies and assists with stocking dry storage shelves and/or refrigerator shelves. * Operates equipment properly, maintaining safety standards at all times. * Performs duties as assigned by Cafeteria Manager. Qualifications - Required: * High school diploma or GED required * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment .. Qualifications - Preferred: * ServSafe Food Handlers Certificate TERMS: This position is subject to the City of Boston residency requirement. Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

West Springfield Public Schools The Administrator is responsible for the educational progress of students with special needs. Directs the Special Education program of the District. Ensures program integration with all other instructional departments. Ensures compliance with Special Education Laws and Regulations. Manages a staff of Special Education personnel, assuming responsibility for the supervision of all professional/non-professional staff assigned to the Special Education Department. The Administrator will actively supervise the identification of children in need of Special Education services, and assure that everything required to appropriately service those needs identified is provided. SKILLS AND ABILITIES: The ability to apply knowledge of current research and theory in the field of Special Education. Ability to make relationships, collaborate and problem solve issues fundamental in all areas of special education. Ability to read and analyze professional journals, technical procedures, or governmental regulations. Ability to write reports, professional and business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of parents, students, teachers, administrators and the general public. Ability to calculate figures in the preparation, administration and implementation of a large department budget. Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical and information regarding state and federal statutes. Ability to establish and maintain effective working relationships with students, staff and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. ESSENTIAL DUTIES AND RESPONSIBILITIES: (other duties may be assigned) * Works with building Principals in supervising and evaluating all Special Education personnel. * Works with Principals in recruitment, selection and recommendation for hiring of special education personnel. * Consults with staff, parents and outside agencies regarding Special Education students and programs offered. Responds to parents regarding the evaluation and placement of their children. Discusses Special Education programs, personnel and students with building administrators. * Applies for and obtains funding from state and federal grant programs. Submits program documentation for approval; submits budget proposals and financial reports to School Business Administrator and appropriate State and Federal agencies. * Develops and administers the Special Education budget and Special Education grants. * Ensures compliance with local, state and federal guidelines in all areas of Special Education. * Monitors staff caseloads and student progress. * Develops and maintains records of all students receiving special education services. * Evaluates and modifies, as needed, the total Special Education program curriculum, procedures and individual student needs as an ongoing responsibility, and periodically reports on and recommends changes to the Special Education program. * Assists in the creation and adaptation of school policies to include special education needs. * Keeps informed of all legal requirements governing special education. * Plans and implements staff in-service training activities. * Coordinates activities of local parent and professional groups interested in improving the Special Education program. * Supervises and coordinates all Special Education transportation. * Maintains a permanent and on-going inventory of all equipment purchased for and by the Special Education department. * Works with principals to ensure a safe, healthy and appropriate physical environment re: classroom space, furnishings and equipment for Special Education students. * Prepares and keeps a current procedural manual of operation for the Special Education department. * Assigns personnel to special needs students for home tutoring, when necessary. * Attends team meetings which may require the expertise of the Administrator. * Oversees calculation and reporting for Circuit Breaker reimbursement. * Performs related duties as directed by the Superintendent of Schools or Designee. * Strong knowledge of Massachusetts Tiered System of Support * Strong knowledge of the implementation of a co-taught teaching model. * Oversight of 504 site coordinators. EDUCATION AND/OR EXPERIENCE: Minimum of a Master's degree or equivalent, five years of successful professional practice or administrative experience in special education, or combination thereof. Significant graduate work in Special Education and/or School Administration preferred. Some experience as an Administrator of Special Services in an approved special education program is preferred. Valid Massachusetts Teaching License with Special Education endorsement; Licensed as an Administrator of Special Education by the Mass. Department of Elementary and Secondary Education. SUPERVISORY RESPONSIBILITIES: Supervise all employees in the Special Education Department. Is responsible for the overall direction, coordination and evaluation of the Special Education program. Carries out supervisory responsibilities in accordance with local policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning and directing work, appraising performance, disciplining employees, addressing complaints and resolving problems. Work Year: Twelve months Salary: $120,000 - $130,000 (commensurate with experience) Reports to: Superintendent of Schools or Designee

MUST BE A CITY OF SPRINGFIELD RESIDENT WORK SCHEDULE: Second shift (3PM -11PM) * Work under the direction of the Senior Custodian and or immediate supervisor performing regular duties of a Junior Building Custodian as it pertains to the cleaning and up-keep of the school building and surrounding grounds. 2. In the event of a Senior Custodian's absence, assumes responsible charge of building, equipment, supplies, mechanical systems and supervision of custodial staff. 3. Is available for overtime, emergency call backs or any necessary building inspections. 4. Participates in all work such as daily cleaning of floors, walls, windows, toilets, furniture, cleaning and shampooing of carpets; stripping, waxing, and buffing of floors and any other custodial work assigned by the Senior Custodian and or immediate supervisor. 5. Performs heavy manual labor including climbing ladders, emptying trash, shoveling snow, sanding, up-keep of outside grounds, lifting and moving furniture, supplies, equipment, etc. 6. Provides assistance needed to ensure safe and effective building operations. 7. Maintains inventory of supplies and equipment as assigned by the Senior Custodian and or immediate supervisor. 8. Prepares building for scheduled events and approved permits. 9. Provides quality customer service for those using building. 10. Limits access to building to authorized personnel. 11. Locks doors, closes windows, sections off the building, and activates security alarms. 12. Ensures nothing is removed from the building without permission from a supervisor, the School Principal, Facilities Operation Administrator or his designees. 13. Reports vandalism, mechanical malfunctions, broken windows or doors, and other building damage to a supervisor and/or the School Principal. 14. Performs minor upkeep such as changing light bulbs and replacing ceiling tiles. 15. Keeps grounds and entranceways free from litter and debris. 16. Provides assistance needed to maintain security of building. 17. Performs routine maintenance including replacing air filters; adjusting/changing belts; tightening loose screws, bolts, and nuts; and lubricating and greasing machinery and equipment. 18. Complies with all requirements of energy conservation measures and equipment; ensures all energy conservation mechanisms are activated and monitored. 19. Maintains regular and punctual attendance. 20. Performs other duties as assigned. QUALIFICATIONS: 1. Demonstrated ability to maintain an effective working relationship with the Principal, school staff, City departments, public, contractors, and other building users. 2. Strong organizational skills and interpersonal relations skills. 3. Able to use a computer. 4. Demonstrates effective and reliable work habits. 5. If the school is equipped with a pool the candidate must be able to obtain all Aquatics Facility Operator Certification. 6. Show willingness to learn new skills. 7. Possess a valid MA ID and reliable transportation. 8. Must be City of Springfield resident. 9. Hourly Rates $20.84 - $28.20 "If you BELIEVE, we have a place for YOU on our team! Come work for us!" About our District Springfield Public Schools is a cultural gem in Western Massachusetts that is committed to providing a learning environment that opens the doors of infinite possibilities to our amazing students and staff. We strive to equip each of our approximately 24,000 students with learning experiences that enhance their knowledge and critical thinking skills. We are the 3rd largest district in Massachusetts. Our district has over 44 languages spoken and over 60 countries represented by both students and staff. We foster a positive and professional environment in our schools and worksites where people feel valued, respected, supported, seen and heard. Our students and staff share their ideas and perspectives, learning from and appreciating each other. We are a district that is committed to equity and excellence. Join a team that Empowers Educators In addition to offering competitive salaries and benefits, we provide numerous cutting-edge professional development opportunities for all staff. We let our data shape the professional development of the district, therefore, it is relevant and actionable. We support our teaching staff with mentors such as instructional leadership specialists and effective educator coaches to work with them throughout the year in lesson planning, data analysis and management. Our district offers career advancement opportunities and is invested in "Grow our Own" and educational pipeline programs. These programs help our staff achieve a college degree or lead to certification pathways. If there is something that you would like to know specifically about the position that you are applying for or assistance with matching your skills to a position, Carmen Molina-Figueroa will be happy to assist you at *********************************************. The Springfield Public Schools is committed to maintaining a work environment free from discrimination on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, or military service, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose discrimination and harassment or who participate in an equal opportunity investigation. The Springfield Public Schools is committed to maintaining a learning environment free from discrimination on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, disability or homelessness. NONDISCRIMINATION EMPLOYMENT STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sexual harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, *************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

Title: Stipend Opportunity: Compensatory Services Saturday Program - Paraprofessional (SY25-26) Report: Reports to Deputy Director of Programs or their designee Periodically due to unforeseen circumstances, a BPS student does not receive the services that are outlined in their individualized education program (IEP). When this occurs, a district special education team determines if these, and how much of these, services need to be provided to the student. General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with compensatory services staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities * Supports direct instruction to children individually, in small groups, and in classroom settings * Provides assistance with classroom activities. * Prepares instructional materials. * Assists in classroom set up and clean up. * Manages individual and classroom behavior, using prescribed approaches. * Supervises students on field trip activities. * Performs other related duties as requested by the Compensatory Services Team/OSS department designee. Qualifications - Required: * Current BPS employee * Education: High School Diploma or GED. * Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (**************************** or WorkKeys Certificate of Proficiency for Teacher Assistants (************************************************* * Minimum of two years experience working with young children. * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred: * Associate's or Bachelor's Degree. * Certification as a teacher or license as a social worker. * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate, $37/hour The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Stipend Opportunity: Direct ABA Services We are seeking dedicated individuals to provide direct IEP-based ABA services outside of their scheduled hours of daily service delivery. These services may occur in a school building or the student's home. PROGRAM DESCRIPTION: The ABA services provided through this stipend opportunity align with current job expectations of all direct ABA service providers (ABA Specialists). ABA Specialists provide 6 hours of direct student services per day. Payment for services beyond assigned hours is available via this stipend opportunity. These services cannot take place during a staff's scheduled working hours. Responsibilities: Data Collection - The provider is responsible for: Conducting and implementing all required assessments including preference assessments, Skills Assessments, and Core Skills Assessments when appropriate. Accurately updating targets as needed, and proactively implements any programmatic changes given by the Program Director or Strand Specialist. Accurately taking programmatic data (both behavior and acquisition) in a timely manner on the ACE (Autism Curriculum Encyclopedia). Following prompting hierarchies and error correction procedures as prescribed by ACE and/or Program Director. Ensuring that challenging behavior data collection sheets are updated as necessary, and that challenging behavior data collection sheets are filed in the correct place. Identifying when there is a problem with data/data collection, and appropriately brings to the attention of the Program Director. Behavior Support - The provider is responsible for: Developing, maintaining, and sharing any necessary materials to follow through with behavior plans (token boards, timers, visuals, etc.) as written. Following each Behavior Support Plan as written for student, including effective antecedent strategies, reinforcement procedures, following crisis procedures, and seeking help when needed. Responding to any behaviors not outlined in the behavior support plan using standard ABA techniques. Professionalism - The provider is responsible for: Participation in feedback sessions and accepting feedback given by the Program Director. Following procedures to minimize disruption to providing services, ensuring active presence at all sessions, and submitting stipend timesheets accurately and in a timely manner. Consistently exuding a professional disposition towards Special Education, Applied Behavior Analysis, students and families, as well as other school personnel; and maintains student confidentiality. Demonstrating fluent use of technology necessary to complete job requirements, such as Google Drive, EdPlan, ACE, Teach Now, etc. Ensures that all appropriate technology is up to date. Direct Service - The provider is responsible for: Ensuring that tasks are prepared and ready for instruction on time and efficiently. Demonstrating fluency with materials necessary to conduct direct service sessions, such as token boards, first/then boards, etc. Activating appropriate programs as outlined in the IEP within 2 weeks of notification of a signed IEP, and implements all programs as written on the curriculum sheet across multiple settings including inclusion, specials, lunch/recess, etc. Establishing attention and reinforcement before beginning the session. Prompting functional communication as necessary. Completing the prescribed number of trials for each program according to the prescription sheet. Keeping student break time to a reasonable duration. Ensuring that the student is clear on how and when reinforcement is delivered, and delivers reinforcement on prescribed schedules. Building rapport with the students, and is always engaging and energetic when working with students. Communication/Written Skills - The provider is responsible for: If assigned, completing Progress Reports and Annual Reviews at least 1 week before the due date, by referencing the ABA Specialist Task Due Google Calendar when applicable, and using planning time effectively. Ensuring that each document is complete with proper spelling, grammar, and data, following the most recent format provided by the Program Directors. Completing EdPlan session notes within 24 hours of each session, and takes no more than 10 minutes per 60 minute session to do so. Ensuring that written communications are clear, concise, and free of error, utilizing appropriate professional language. Communicating questions and concerns in a professional manner with teachers, ABA Specialists, Strand Specialists, Program Directors, and paraprofessionals, as demonstrated by initiation and response to emails within 48 hours. Responding to emails within 2 working days and completing RMTS (Random Moment Time Study) moments within the 48 hour timeline as required by state agencies. Compensation: ABA Specialists (or educators who have passed the ABA Specialist interview) will receive a stipend of $33 per hour for services provided that meet the above expectations. An additional 15 minutes for preparation, progress notes and other administrative tasks will be allocated for each hour of service. Qualifications - Required: Currently in the role of ABA Specialist OR a BPS staff member who meets the criteria required for the role of ABA Specialist AND can pass the ABA Specialist interview Terms: The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

THIS IS A LONG-TERM SUB POSITION that is expected to start as soon as possible and end on 01/05/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (************************************************************************ Boston Public Schools seeks an exceptional ART TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. REPORTS TO: Principal/Headmaster RESPONSIBILITIES: Teach: Visual Art CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks Passionate and optimistic about their students, their content, and the teaching profession Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards Can convey content in creative and engaging ways that align to standards Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation Builds a productive learning environment where every student participates and is valued as part of the class community Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment) Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development Seeks to participate in and contribute to a collaborative adult learning community. QUALIFICATIONS - REQUIRED: Hold a valid Massachusetts Teaching License for Visual Art at the appropriate level. Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Education: Hold a Bachelor's degree. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. QUALIFICATIONS - PREFERRED: Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

REPORTS TO: Director of Athletics Description of Services: The Head Coach is directly responsible to the Director of Athletics, the Head of School and Athletic Coordinator. The coach of an individual sport must realize that any activity sponsored by the school and BPS Athletics is part of the total program offered by Boston Public Schools. Individuals in charge of such activities must utilize sound educational principles and goals, as athletics are a valued part of the overall school program. Duties of the Head Coach shall include (but not limited to): * Model the behaviors outlined in the National Federation Coaches Code of Ethics, especially those pertaining to sportsmanship. * Have full control of the team in all matters pertaining to coaching and athletic discipline. * Implement BPS Athletic Department, Boston Public Schools and school policies, procedures and team rules. * Be responsible for information contained in the Massachusetts Interscholastic Athletic Association Handbook and the Student Handbooks. * Supervise and delegate responsibilities for all assistant coaches both paid and volunteer. * Attend all athletic department and school level meetings that deal directly with the sport coached. * Stay informed of rule changes, trends, and recommendations that affect your particular sport. * Develop and establish coaching philosophy and various methodologies to instill in practice, games and program. * Be present at each practice session and at all contests of the sport coached. * This includes supervision, at all times of the weight room, locker room and shower areas until the area is secured before and after practices and contests. * Develop an organized written practice plan to include adequate warm-up and cool-down procedures on a daily basis. * Scout future opponents and implement game plan, preparing team for competition. * Make sure that the facilities and equipment are safe and that safety procedures are taught and followed in all areas. * Review and assist in the processing of * medical forms * parent consent forms * eligibility/progress reports. * Promote the importance of academics and utilize partners and supports to maintain grades throughout the year. * Work with community members who are involved in youth sports in order to encourage the young women and young men to continue to participate in sports at the high school level. * Develop an approach to coaching which encourages outreach to the parents of the athletes * Directly supervise squad members at home and away contests. * Supervise all team members that are transported by school buses. * This includes… * Riding the bus to all competitions * Ensuring all team members travel to and from games and practices (when applicable) by school transportation. * Be responsible for the distribution and collection of the schools athletic equipment before, during and after the coaching season and compile inventory. * Communicate and report game results and information to media and Athletic Director * Submit all site sheets immediately following a contest. * Identify and nominate deserving students for district, local and state awards * Assist student-athletes in securing financial aid or college scholarships based on athletics and leadership abilities. * Have current knowledge of NCAA and NAIA rules. And recruiting policies, regulations and admission requirements. * Perform other duties/responsibilities assigned by the Principal/Headmaster or Director of Athletics. Minimum Requirements: * High School Degree required * Bachelor's Degree or higher from an accredited college or university is preferred. * Previous successful playing and/or coaching experience required. * Current CPR Certification, First Aid Certification, Concussion Certification, and fulfillment of the MIAA Coaches Education Requirements. * Successful completion of the CORI * Member of state and/or national coaches association (preferred) Terms: Exempt-Hourly The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work. Terms: Exempt-Hourly The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Reports to: Principal/Head of School General Description: Responsibilities: - Supervision of up to 30 students - Distribution of lunch inside the classroom - General clean up of the classroom after lunch - Escorting the students to recess - Other duties as requested by the Principal Terms: 3 hours per day. Designated by Principal/Head of School This position is subject to the City of Boston residency requirement. Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

is a tempoary role that will conclude at the end of the 2025-2026 school year. Job Title: Director of Partnerships & College and Career Readiness Reports to: Head of School Term: Managerial Tier C The Director of Partnerships & College and Career Readiness is responsible for the oversight and implementation of program goals and initiatives. The person will be responsible for establishing working relationships with community-based partners and providing assistance to students and families in making educational, occupational and life and life plans. Community Academy (CA) is committed to a vision that seeks to increase access and opportunities for postsecondary education and careers in the trade. CA aims to close gaps between traditionally underrepresented students and their peers in higher education and the workforce by promoting equity, inclusiveness, and college and career readiness opportunities for CA Students. The Director of Partnerships & College and Career Readiness is responsible for cultivating and fostering positive and working relationships between higher education partners, industry partners, and other intermediaries so as to build rigorous and developmentally appropriate programs and activities that will result in successful and positive program experiences for students, and post-secondary success. Working collaboratively with school staff, college staff (through dual enrollment), and coordinating with community partners, the Director of Partnerships & College and Career Readiness will provide the leadership necessary for creating, monitoring, and facilitating an effective and sustainable College and career program at CA. Working together with college, high school staff, and outside partners, the Director of Partnerships & College and Career Readiness seeks to maintain and develop collaborations that serve to better prepare students for college and careers while fostering mutual learning among the faculty, staff, and students at the partnering institutions. The Director of Partnerships & College and Career Readiness is instrumental in facilitating students' progress and success by ensuring that appropriate collaborative mechanisms and structures are in place to support students in attaining their high school diploma and their pursuit of their post-secondary goals. Specific Functions: The Director of Partnerships & College and Career Readiness is responsible for overseeing all aspects of the college and career process for students, and includes these specific job functions. Work with Dual Enrollment/Early College students to create schedules and increase participation Work with local trades and agencies to provide experiences where students are exploring and learning about the trades Construct grade level survey to collect data necessary to assist students in developing postsecondary strategies. Plan and coordinate community events for CA's Guest Speaker Series Create and maintain student files, which include updated contact information, registration materials, assessment results, and signed copies of student contracts. Perform administrative tasks such as collecting, organizing, and disseminating statistical data. Negotiating new partnerships with potential partners in order to establish mutually beneficial relationships Evaluating the performance of existing partnerships in order to identify opportunities for improvement Establishing effective communication channels with partners in order to foster productive working relationships Coordinate all activities related to college course-taking by high school students, including, but not limited to registration, assessment, course withdrawal, and the submission of final course grades and their dissemination to students, their parents, and to high school and state administrators in a timely fashion. Collaborate with college partners to facilitate in a timely manner the purchase and distribution of course materials. Develop and keep up-to-date online and print marketing and promotion strategies intended to raise awareness and understanding of the Early College program among staff, students, families, and community members. Plan and organize related recruitment, outreach, and informational sessions for prospective students and families. Collaborate with Family Engagement Coordinators to design multiple opportunities for family outreach and create a community environment where students are acknowledged, and celebrated. Act as the second point-person with the proposed EC partner Fisher college. Create a strong marketing plan to increase public awareness and highlight student accomplishments. Collaborate with the current Dual Enrollment teacher and in-house partners (HERC, Gear UP, PIC) to create a sequence of career exploration and learning opportunities that include - but are not limited to - job shadows, internships, field trips, workshops, and participation in district-level platforms such as Naviance. Create and maintain student files, which include updated contact information, registration materials, assessment results, and signed copies of student contracts. Perform administrative tasks such as collecting, organizing, and disseminating statistical data. Responsible for ensuring students in Early College Program students are coded for SIMS and other state or local reporting. The Director of Partnerships & College and Career Readiness will assess student and program performance by collecting, analyzing, and reporting student academic performance and employment data and make recommendations to improve student achievement in order to fulfill the program's mission Coordinate with college faculty and staff to develop and implement programs that support early college goals and connection to college partners (e.g. college course experiences for high school students, college speakers, trips to college offices, non-academic events connected to the college). Meet bi-weekly with the current Dual Enrollment teacher to discuss student enrollment, recruitment strategies, data/tracking, and deliverables. Participate and attend workshops and training sessions with College partners, DESE, and other stakeholders. Attend meetings and events, and serve on committees as needed. Maintain a working knowledge of Early College, Dual Enrollment, and Career Pathway initiatives across the state and nationally. Plan and facilitate weekly Early College team meetings and bi-annual retreats, and support and provide feedback to Early College staff on an ongoing basis. Meet regularly with Family Liaison to outline and assess goals, vision, and deliverables and address program needs and supports. Assist with the communication and support of alumni as needed. KNOWLEDGE OF: Career technical education, Dual Enrollment and Early College policies and frameworks locally and nationally. Understanding of industry outlooks with regards to Early College pathway focus (IT & Business). Familiarity with a variety of age-appropriate guidance, counseling, and behavior management strategies that reflect current research on best practices and understanding of human growth and development patterns and learning theory Diverse academic, socioeconomic, cultural, ethnic, and educational backgrounds of District students Record-keeping techniques Interpersonal skills using tact, patience, and courtesy Computer software, hardware, and related technology ABILITIES TO: Write proficiently and create basic graphics for one-pagers, brochures, and posters Present program information to various business and community groups in a professional manner to elicit support for increasing work-based learning within linked learning priorities. Effectively manage complex projects, and manage and direct volunteers and/or partners, and students. Establish and maintain positive relationships with Community Academy teachers and faculty, district personnel, and community-based organizations. Work effectively with employers, youth, teachers, school administrators, and program partners, Communicate with students and adults of diverse backgrounds, and ability to build relationships with students and families. Work collaboratively and think creatively within a team Strong communication and written skills are required Understand how to use various career programs: Ex: Naviance, College Board, MassCIS Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. Other responsibilities include: Dual-Enrollment Liaison Plan, implement and coordinate a comprehensive dual enrollment program with multiple post-secondary partners Synchronize the planning for dual enrollment so that high school calendars are developed to fit into college cycles, and work out details to ensure that the lines of communication are open and that operations run smoothly. Develop and remain responsible for an effective tracking system Collaborate with Instructional Leadership T (ILT)regarding curriculum alignment Qualifications-Required: Bachelor's Degree or a Minimum of 3 years of relevant work experience in student support and working in an urban setting Strong commitment to Community Academy's mission, values, and educational model Desire to be part of a multilingual community and to meet the challenges this poses Working in urban and diverse school environments Ability to collaborate, work well under pressure, and maintain a sense of humor and humility Impeccable ethics Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with diverse students, faculty, partners, and families Demonstrated ability to thrive and lead in a multicultural atmosphere where respect and ethical behavior are pervasive Excellent written and oral communication skills City of Boston residency Current authorization to work in the United States - must have authorization by the first day of employment Qualification-Preferred: Masters in Education, Business, or a related field 5 years or more as an urban student support provider and a minimum of 3 years as a student support manager TERMS: Managerial Tier C. Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step NOTE: School-based Managerial employees will work 223 days each year. The 223 day work-year will include the 183 days in which school is in session, and the additional days will be determined by the employee and the principal or headmaster of the school. School-based Managerial employees are not eligible for vacation time or compensatory time. In the event of school cancellation due to snow or inclement weather, school-based Managerial employees need not report to work. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org

School Safety Specialist Reports to: Chief/Deputy Chief of Safety Services and/or School Leader General Description: Under the direction of the Chief/Deputy Chief of Safety Services, designee or School Administrator, the Safety Specialists will collaborate with school administrators, designated safety team, and staff to provide a safe and welcoming environment for the school community. The School Safety Specialists will serve as a pro-active link between students and other school support staff. School Safety Specialists will work in Boston's middle and high schools. They will be a visible presence in the school hallways during transition periods, student arrival and dismissal times. They also will investigate situations through interviews and video footage and act as a liasion to local law enforcement agencies. School Safety Specialists will become part of the school community, assist with emergency planning and sit on the school's safety committee. Responsibilities: Take appropriate action in the event of a disturbance or incident in accordance with the building security plan and Office of Safety Services procedures or as directed by school administrator/designee or the Chief/Deputy Chief of Safety Services/designee. Observes and reports, to the Office of Safety Services, school administration and law enforcement agencies (as necessary), any potential problem or pertinent safety information, in or around the school and effects appropriate action when necessary. Submits written reports as required by the Office of Safety Services. Serves as a member of the emergency school support team. Investigates incidents as directed. Assists in supervision and proactive engagement of students at all points of transition and movement to include: arrival, dismissal, transportation loading and unloading, on-property activities (inside and outside), and school parking area. Provides technical assistance in areas of safety and security to school administrators. Assists School Department personnel, students and parents with the court process. Successfully completes the training program as required by the Chief of Safety Services. Performs other appropriate duties that may be assigned by the Chief of Safety Services. Job Requirements: High School Diploma or G.E.D. Each employee shall be physically fit within contractual agreements. Possess a valid Massachusetts Driver's license and acceptable driving record. Have access to motor vehicles on all work days. Current authorization to work in the United States.Candidates must have such authorization by their first day of employment. This position is subject to the City of Boston residency ordinance. Preferred: Experience or training in working with adolescents in urban public school settings. Experience working in a multi-cultural/multi-ethnic setting. Bilingual Computer literacy. College degree in Criminal Justice, Sociology, or other related fields. CPR/AED first Aid Training Certification BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: Union: School Safety Specialists Compensation: Hourly rate based on the School Safety Specialists pay scale Schedule: 40 hours per week The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

School Crossing Guards are mainly responsible for providing school children with safe and protected access to and from their school. They are tasked with communicating and enforcing the policies of the Springfield Public Schools to all of those who are within the vicinity and make sure children understand and follow the rules. School Crossing Guards will attain their on the job training as they perform their duties. However, they may have to undergo further training in traffic laws and hand signals to direct traffic flow. All School Crossing Guards should be able to interact with children and pedestrians in a friendly manner and be able to react quickly to potential dangers that can affect children. The minimum age of a School Crossing Guard is 21. School Crossing Guards are primarily responsible for escorting or directing children/pedestrians across streets and stopping traffic as necessary. This responsibility extends to children getting on and off of school buses who must cross streets. School Crossing Guards will control vehicular or pedestrian traffic at street crossings. School Crossing Guards will communicate rules of safety crossing practices to children they are responsible for. School Crossing Guards will learn the location and purpose of street traffic signs within their assigned area. School Crossing Guards will monitor traffic flow to identify safe gaps through which students/pedestrians may cross streets. School Crossing Guards are to follow basic principles of student safety at all times. School Crossing Guards are to establish good relationships with the students, school staff and parents. School Crossing Guards are expected to work in conjunction with school bus drivers to ensure children who must cross streets to board a bus or cross after leaving the bus are safe. School Crossing Guards should possess active listening skills and understand what children, parents and staff are attempting to communicate to you. You must have the ability to convey information effectively. School Crossing Guards should possess problem solving skills incorporating sensitivity along with speech clarity and perceptiveness. School Crossing Guards should be able to follow general rules when caring for children. School Crossing Guards should have knowledge of public safety and security policies and procedures. School Crossing Guards should have the ability to assess the needs of children and those around them. Having knowledge of child behavior is imperative. School Crossing Guards have hours and a work schedule that are determined on an annual basis. School Crossing Guards are employed on a part time, seasonal basis and only work when school is in session. School Crossing Guards will refrain from the use of obscene or harsh language. School Crossing Guards will only wear clothing that is appropriate as outlined in the dress code expectations issued to each employee at the start of employment or the school year. School Crossing Guards will conduct themselves in a professional manner at all times. School Crossing Guards must be self-motivated and possess the ability to work with minimum supervision. School Crossing Guards are required to work both morning and afternoon shifts. School Crossing Guards are required to be standing and visible at their posts throughout the entire shift. Sitting in cars while on duty is strictly prohibited. Use of tobacco products and electronic devices is strictly prohibited. Minimum qualifications: High School Diploma Associates Degree preferred Must be 21 years of age or older Must be City of Springfield resident Hourly Rate - $17.34 "If you BELIEVE, we have a place for YOU on our team! Come work for us!" About our District Springfield Public Schools is a cultural gem in Western Massachusetts that is committed to providing a learning environment that opens the doors of infinite possibilities to our amazing students and staff. We strive to equip each of our approximately 24,000 students with learning experiences that enhance their knowledge and critical thinking skills. We are the 3 rd largest district in Massachusetts. Our district has over 44 languages spoken and over 60 countries represented by both students and staff. We foster a positive and professional environment in our schools and worksites where people feel valued, respected, supported, seen and heard. Our students and staff share their ideas and perspectives, learning from and appreciating each other. We are a district that is committed to equity and excellence. Join a team that Empowers Educators In addition to offering competitive salaries and benefits, we provide numerous cutting-edge professional development opportunities for all staff. We let our data shape the professional development of the district, therefore, it is relevant and actionable. We support our teaching staff with mentors such as instructional leadership specialists and effective educator coaches to work with them throughout the year in lesson planning, data analysis and management. Our district offers career advancement opportunities and is invested in “Grow our Own” and educational pipeline programs. These programs help our staff achieve a college degree or lead to certification pathways. If there is something that you would like to know specifically about the position that you are applying for or assistance with matching your skills to a position, Carmen Molina-Figueroa will be happy to assist you at *********************************************. The Springfield Public Schools is committed to maintaining a work environment free from discrimination on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, or military service, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose discrimination and harassment or who participate in an equal opportunity investigation. The Springfield Public Schools is committed to maintaining a learning environment free from discrimination on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, disability or homelessness. NONDISCRIMINATION EMPLOYMENT STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sexual harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, *************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

General Information Boston Public Schools seeks a School Psychologist to provide psychological services to students ages pre-school through 22 years old who attend public, private, and parochial schools in Boston. These services include diagnostic, prescriptive, and remedial services, delivered individually and/or in group situations, and through consultation with other professionals. Reports To: Assistant Director of Psychological Services Responsibilities Provides psychological and educational evaluations in a timely manner for Boston students who attend public, private, and parochial schools. Participates actively in Individualized Educational Planning Meetings in order to produce comprehensive and appropriate educational plans for students being evaluated. Provides teachers and other professionals with consultation services that will assist them in helping each student reach his/her potential in the least restrictive educational environment. Conducts classroom screening to assist teachers in planning effective educational strategies for all students. Provides prevention and counseling services as needed, both individually and in small groups. Provides intervention as needed and is a member of the crisis response team. Participates as a member of the AAF Service Team in the schools to which the psychologist is assigned. Works cooperatively with all members of the Office of Special Education and Student Services team, as well as all school staff to enhance the services offered to all students in the school system. Performs other related duties as requested by the Assistant Director of Psychological Services. Qualifications Required Licensed as a School Psychologist by the Massachusetts Department of Education Demonstration of competency in the theory, administration, and interpretation of recognized standardized instruments Ability to efficiently write comprehensive and informative reports that contain appropriate educational goals. All reports must be computer generated in English Qualification-Preferred Background and experience in an urban setting providing educational and psychological services Licensed Educational Psychologist BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). Terms: BTU, Group I Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settings Provides assistance with classroom activities. Prepares instructional materials. Assists in classroom set up and clean up. Manages individual and classroom behavior, using prescribed approaches. Supervises students on field trip activities. Performs other related duties as requested by Head of School/Principal. Qualifications - Required: Education: High School Diploma or GED. Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (**************************** or WorkKeys Certificate of Proficiency for Teacher Assistants (************************************************* Minimum of two years experience working with young children. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred: Associate's or Bachelor's Degree. Certification as a teacher or license as a social worker. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Stipend Opportunity: ABA Evaluations (completed by Program Directors for ABA and Supervisors for ABA) PROGRAM DESCRIPTION: Program Directors for ABA (and Supervisors for ABA when needed) are required to complete student ABA Evaluations for those on their caseload as well as contractor schools and some out-of-district schools. The range of ABA Evaluations completed by Program Directors is 90 to 150 each year. Most of the steps of the evaluation process are completed during student learning time and are within the regular working hours of the evaluators. The purpose of this stipend opportunity is to allow evaluators to write and finalize the reports outside of student learning time, which will enable them to be more available to students and their educators during the school day. ABA Evaluation Responsibilities: Evaluators are able to submit up to 2 hours per evaluation for the writing of the evaluation when completed outside of an 8 hour work day (work to be completed no earlier than 5 PM or on Weekends). There are several aspects of the ABA Evaluation process that are not eligible for stipend funding because they have to occur during the school day. Record Review: The evaluator is responsible for reviewing any and all pertinent information available about this student's educational history including previous assessments, progress reports, IEPs, etc. Report Writing and EdPlan Upload: The evaluator is responsible for writing the report to include data from their observations, record review, and teacher interviews. This includes reviewing for grammatical errors, typos, and formatting the report for readability. Review and finalize progress reports, ensuring accuracy and alignment with program goals and objectives. The evaluator is responsible for sharing the report with the team 2 days prior to the IEP meeting. Compensation: Evaluators will receive a stipend of up to 2 hours per evaluation written outside of regular working hours and uploaded by the due date. Please note that this stipend is only for the report writing in order to ensure that Program Directors are more available to be present in classrooms and school buildings during student learning time. The role is expected to take 2 to 6 hours a week with no more than 200 hours maximum for the year. The opportunity is paid at the BASAS hourly rate. Qualifications - Required: Currently in the position of Program Director for ABA or Supervisor for ABA and trained on the ABA Evaluation tool. Terms: The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Boston College Introduction Founded in 1863, Boston College is a Jesuit, Catholic university located six miles from downtown Boston with an enrollment of 9,654 full-time undergraduates and 5,072 graduate and professional students. Ranked 37 among national universities, Boston College has 923 full-time and 1,336 FTE faculty, 2,822 non-faculty employees, an operating budget of $1.4 billion, and an endowment in excess of $3.9 billion. Job Description The (Sr.) Assistant Director, Pre-Award Administration will provide guidance to a broad spectrum of constituencies, advising faculty, administrators, department chairs, deans, and institutional leadership of compliance mandates, policy, Federal initiatives, and funding opportunities. Externally this position will interact directly with the policy and program offices of more than 40 external sponsors. These contacts include representatives from Federal agencies, institutions of higher education, foreign entities, corporations and foundations, state agencies and subcontractors. The (Sr.) Assistant Director, Pre-Award Administration is authorized to sign certifications and assurances on behalf of the institution; approve proposals; update certifications and assurances on behalf of the institution; and interpret sponsor guidelines and regulations. Mature independence to make decisions in consultation with the Associate Director, Pre-Award are key components. Mentor and may supervise students and/or other junior level staff. Manages workload with independence. Works more on policies and procedures relevant to OSP. Essential Functions: * Pre-Award Administration * Proposal development * Proposal review and submissions * Approve University level certifications * Just In Time (JIT) management and submission * Proposal tracking * Progress report submission, as needed * Participate in training workshops and offering self-training documents that will assist researchers in finding funding for their projects Training & Policy Development * Participate in formal University Training Program, conduct training sessions with individual departments, assist in the development of up-to-date training manuals, enhance OSP website and attend off campus training conferences. * Participate in Internal Policy and Procedures Development * Participate in various research committees (internal and external) Supervision of students/staff * Participate in Departmental Divisional staff meetings, as assigned * Manages student team members (pre-employment screening, interviews, scheduling, work assignments, etc.) * All other duties as assigned Title and salary commensurate with relevant experience based on the following titles and full-time equivalent hiring ranges: * Senior Assistant Director: $90,300 - $112,900; 5+ years related professional experience * Assistant Director: $81,850 - $102,300; 3-5 years related professional experience * Administrator: $72,450 - $90,550; 1-3 years experience Requirements This position requires the ability to communicate clearly, effectively and in a professional manner. This position must have the capacity to educate and train individuals with varying levels of experience in sponsored program administration. This position must be capable of managing multiple tasks and working in a demanding, deadline-driven environment. Overall, the candidate for this position must exhibit the following: * A thorough knowledge and high level of functional and technical competency of electronic research administration tools such as Grants.gov, Research.gov; eRA Commons; Fed Connect; (2 * Professional competence in interpreting Federal regulations, 2CFR200 and FAR; * Confidence and competency in training departmental administrators; * Functional and technical competency in university administrative and financial management tools including all the various modules of PeopleSoft, InfoEd, and e-recruit; and * A host of other functional and technical competencies that frame the professional duties of a research administrator. Closing Statement Boston College offers a broad and competitive range of benefits depending on your job classification eligibility: * Tuition remission for Employees * Tuition remission for Spouses and Children who meet eligibility requirements * Generous Medical, Dental, and Vision Insurance * Low-Cost Life Insurance * Eligibility for both University-Funded 401k and Employer-Sponsored 403b Retirement Plans * Paid Holidays Annually * Generous Sick and Vacation Pay * Additional benefits can be found on *********************************** Boston College conducts pre-employment background checks as part of the hiring process. Boston College is an Equal Opportunity Employer and does not discriminate on the basis of any legally protected category, including disability and protected veteran status. Boston College's Notice of Nondiscrimination can be viewed at *************************************

REPORTS TO: Director of Assessment Systems and Strategy The Assessment Manager, under the direction of the Director of Assessment Systems and Strategy, will support the district's assessment strategy and will provide oversight, management, support, training, and facilitation for the day-to-day requirements of the state and local student assessments. Responsibilities include maintaining and improving current administration, professional learning, and support to schools for all assessments. The position will emphasize developing clear communications to all stakeholders, in particular schools and families, regarding assessment administration and results, as well as providing excellent customer service during assessment administration windows. The Assessment Manager will use assessment data and user feedback to inform and support the district assessment strategy. This is a key role in supporting school leaders and teacher teams to drive academic performance through the use of assessments to support the district's instructional approach that meets the needs of every student. RESPONSIBILITIES: Assessment Management Serve as the district point of contact for the coordination and administration of student assessments: ACCESS, MCAS, MAP, LAS Links, and any other district or state assessment as assigned. Plan, coordinate, and oversee the implementation and activities of the assessments and their elements Create and execute project plans to coordinate the assessments' logistics and proactively communicate roles and responsibilities to leadership and staff. Develop resources for administration, training workshops, and testing schedules. Provide training and support to testing coordinators and other designated district staff on the administration of assessments and the use of assessment tools. Compliance and Reporting Ensure compliance with state and district assessment policies and procedures. Maintain up-to-date knowledge of assessment requirements, data systems, and instructional practices. Assist in preparing required data reports for state, district, and school accountability purposes. Coordinate the communication and distribution of assessment results to families Conduct basic analyses of assessment data to identify patterns in student performance, support school improvement planning, and inform instructional decision-making. Collaborate with school and district teams to interpret data findings and ensure alignment between assessment outcomes and instructional strategies Collaboration and Communication Work closely with school leadership and academic teams to align assessment practices with school goals. Collaborates with other departments regarding student assessments, including the alignment of test accommodations, policies, and guidelines to ensure all special program platforms are synced. Communicate effectively with all stakeholders about assessment practices and student performance data. Serve as a liaison between the school and district assessment offices to ensure alignment and support. Professional Learning In coordination with vendors and other stakeholders, develop and deliver professional learning, resources, and support documentation for school-based staff in alignment with administration cycles for each assessment. Provide technical assistance to schools using assessment platforms to administer assessments and analyze data through online reports. Assist with training and coaching centrally to promote assessment literacy and establish effective processes for using assessment data. Support with turnkey training materials as necessary for classroom, school, and district users, in addition to maintaining “on-demand” training resources for self-guided learning. Data Platforms Management Understand data and systems integration processes to ensure all systems are executed properly Lead day-to-day backend management of all assessment digital platforms, including district and state information systems (ASPEN, ESE). Serve as assessment liaison to other department teams, managing assessment data requests Facilitate data exchange and communication within the Office of Data and Accountability Develop and update documentation to assist in data collection, management, and integration processes Complete other data and assessment responsibilities as assigned Leadership Functions Take initiative in identifying process improvements and implementing solutions to enhance assessment administration across schools. Anticipate needs and proactively communicate with internal teams, school leaders, and external partners to ensure smooth operations. Lead the coordination of testing accommodations for state and district-mandated assessments for students with disabilities and Multilingual Learners, ensuring compliance and clarity for all stakeholders. Serve as the subject matter expert on assessment-related policies and procedures; confidently guide teams and school staff with timely, accurate support. Oversee the review and validation of assessment data to ensure accuracy, completeness, and consistency across schools. Lead the dissemination of results to schools and stakeholders, ensuring information is clear, actionable, and aligned with district timelines. Communicate trends, concerns, or areas for improvement based on assessment results and data reviews. Support team members or school contacts in understanding best practices and expectations around assessment logistics. Demonstrate leadership by owning key projects, setting clear goals, and driving execution from start to finish without requiring ongoing supervision. Stay informed on research, best practices, and emerging trends in educational assessment and testing. Pursue ongoing professional learning opportunities to deepen expertise and ensure alignment with national, state, and district standards. Works collaboratively with other Assessment Managers of the Assessment Team to share specific assessment duties QUALIFICATIONS - REQUIRED: Bachelor's degree in education, or a related field. Minimum of three (3) years of experience in educational assessment administration and management, preferably within a large urban school district. Proficiency in using student data management systems and software (e.g., ASPEN, SIS, state reporting systems, Microsoft Office or GoogleSuite, particularly Excel. Google Sheets and Google Slides). Demonstrated experience with state-mandated assessments (e.g., MCAS, ACCESS) and other assessment tools (e.g., MAP, LAS Links). Knowledge of research-based assessment practices. Knowledge of local, state and national standards and assessments and ability to support their application, development and implementation. Experience in developing and delivering professional development for educators. Excellent organizational, project management, and communication skills (written and verbal). Current authorization to work in the United States An understanding of and commitment to gain greater understanding of what is necessary for an urban school system to enjoy continuous improvement in an increasingly complex and competitive environment. QUALIFICATIONS - PREFERRED: Master's degree in Education, Educational Measurement, Social Work, or a related field. Experience working with diverse populations, including students with disabilities and Multilingual Learners. Knowledge of the Boston Public Schools' policies and procedures. Experience in developing and implementing online training resources. Experience with advanced data analysis techniques and software (e.g., SQL, SPSS, Stata, R). Familiarity with data visualization tools. Familiarity with curriculum development and instructional strategies. Experience managing vendor relationships. Experience in family-facing assessment communication Fluent in one of BPS's official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portugues, French, Arabic, & Somali. COMPENSATION RANGE: C51 The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, employment, or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

General Information Job Title: Standby Senior Cook FTE: 8 hr/day Grade: 3 Job Code: _____ REPORTS TO: Assistant Director Operations Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. With approximately 49,000 students from over 114 different countries, nearly 8,000 employees, and an annual budget of $973 million, the BPS is the largest district in Massachusetts and one of the most diverse as well. Currently BPS has 125 schools with two different food service delivery models. The majority of schools have full service kitchens with a full time cafeteria manager and subordinate staff. The remaining schools and programs are satellite sites receiving meals from a consolidated production facility. The district serves approximately 17,000 breakfasts, 25,000 lunches, and 2,100 after school meals per day. During the summer months BPS serves roughly 22,000 meals at sites all over the city. BPS has been approved for the Community Eligibility Provision (CEP); which enables the district to provide free meals to all Boston students. GENERAL DESCRIPTION: The Boston Public Schools and Food and Nutrition Services (FNS) are seeking a Standby Senior Cook who is dependable, flexible, accountable, confident and works well with others. The Standby Senior Cook is a full time position assigned to FNS Central Office. The Standby Senior Cook will be deployed to schools and kitchens on an as needed basis to provide coverage for a vacant Senior Cook or Prep Cook. This is an exciting opportunity for student and food service centered individuals who wish to gain experience in different schools and kitchens across the District. This unique opportunity includes placements in our schools and kitchens that need your help the most. The Standby Senior Cook is responsible for creating a welcoming meal experience for students through the safe preparation, handling, cooking, and service of food in large scale quantities; providing customer service, cleaning the kitchen and associated food service equipment, and assisting with record keeping. A Standby Senior Cook evaluates food for quality, quantity, appearance, temperature and taste. The position requires travel to all neighborhoods in the City of Boston. Location may vary daily. PERFORMANCE RESPONSIBILITIES: Performs duties involved in the safe preparation and handling of food, cleaning and sanitizing of equipment and facilities, and serving of food. Maintains knowledge of the standard methods, techniques, safety practices and procedures used in food handling, storage, preparation, cooking and serving. Safely prepares food in quantities following standard recipes and established procedures; adjusts recipe yield as needed to produce required amounts. Reads and uses computer generated standard menus and recipes to prepare meals. Evaluates food for quality, quantity, appearance, temperature and taste through observation and tasting in order to determine if it is fresh, properly portioned and prepared correctly. Operates kitchen equipment properly and in a safe manner to portion and/or prepare food. Transports food to and from service areas. Assists kitchen personnel in proper portion control, preparation and meal service. Sets up the serving line and serves meals Ensures cleaning and sanitizing of cooking equipment and work areas. Completes Production Records, inventory sheets, meal counts and other department paperwork. Communicates with Culinary team and Cafeteria manager regarding menu feedback Operates the POS, as needed Provides outstanding customer service to students and other stakeholders Contributes to a positive and inclusive work environment and works as part of a team. Attends culinary and food service training. Follows all policies of the School Committee, FNS Department and instructions of the Cafeteria Manager relating to safety measures, sanitation practices, personnel standards, work techniques, and methods of performing duties. Performs duties as assigned by the Cafeteria Manager. Performs other related work as required. Qualifications - Required: At least one year experience in preparation and cooking in an institutional food service setting. High school diploma or GED required Food Safety Certification for Managers Physical Requirements: Standing: 45% of 8-hour day Walking: 45% of 8-hour day Sitting: 10% of 8-hour day Must be able to lift at least 50 lbs. Ability to work in and out of extreme temperature environments, including walk-in refrigeration and freezers. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Must have a valid Massachusetts driver's license and access to a vehicle. Ability to travel to assigned location(s) as required, in a timely manner. Pass a CORI/SORI criminal background check. Qualifications - Preferred: Certificate from a recognized trade, technical or vocational school at high school level or higher, with a focus in culinary arts or food services or food trades Ability to give and follow oral and written direction TERMS: This position is subject to the City of Boston residency The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

REPORTS TO: Director of Athletics Job responsibilities include the following: Adhere to all MIAA and BPS, policies and procedures for participation and competition. Manage and submit all required paperwork for participation. Recruit and retain student-athletes to participate. Conduct regularly scheduled practices. Schedule all non-conference competition. Maintain equipment and inventory on an annual basis. Attend all pre-season and post-season meetings scheduled by the Athletics Department Meet all required BPS Athletics deadlines for scheduling and participation paperwork. Transportation schedule (practices and competitions) Job Requirements Demonstrated knowledge of the sport and leading/organizing a team Certified in CPR, First Aid and AED Completion of annual Youth Sports Concussion Training Certification Successful completion of the MIAA Coaches Education Course Terms: Exempt-Hourly The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

THIS IS A LONG-TERM SUB POSITION that is expected to end the end of the school year. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (************************************************************************ Boston Public Schools seeks an exceptional Music Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. Reports to: Principal/Head of School Responsibilities Teach: Music Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess: Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks Passionate and optimistic about their students, their content, and the teaching profession Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards Can convey content in creative and engaging ways that align to standards Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation Builds a productive learning environment where every student participates and is valued as part of the class community Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment) Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development Seeks to participate in and contribute to a collaborative adult learning community. Qualifications - Required Education: Bachelor's degree Hold a valid Massachusetts Teaching License in Music (All Levels). Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualifications - Preferred Experience teaching in urban schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). Terms: The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.