Bristol Public School District Internships

Student Teacher/Intern/Field Work/Student Teacher Application Procedure: Apply Online

**We believe in the power and joy of learning** At Cengage Group, our employees have a direct impact in helping students around the world discover the power and joy of learning. We are bonded by our shared purpose - driving innovation that helps millions of learners improve their lives and achieve their dreams through education. Cengage Group's portfolio of businesses supports student choice by providing a range of pathways that help learners achieve their goals and lead a choice-filled life. **Our culture values inclusion, engagement, and discovery** Our business is driven by our strong culture, and we know that creating an inclusive workplace is absolutely essential to the success of our company and our learners, as well as our individual well-being. We recognize the value of diverse perspectives in everything we do, and strive to ensure employees of all levels and backgrounds feel empowered to voice their ideas and bring their authentic selves to work. We achieve these priorities through programs, benefits, and initiatives that are integrated into the fabric of how we work every day. To learn more, please see *********************************************************** . **What you'll do here:** As an **Enterprise and Analytics Intern** , you will work closely with the EDA team to develop and implement data science algorithms (e.g. ML, AI, etc.) in support of a key project(s). + Collaborate with team members and other functional teams to create and maintain centralized data sources + Work in a team approach to managing tasks and projects to meet users' needs in an effective and timely manner + Identify inefficiency and improvements to streamline operations + Collaborate with business users to understand requirements and build solutions, workflows, reporting, or dashboards that meet the user needs + Continuously look for new ways to utilize data science, both internal and external data, to guide the organizations understanding and strategies + Lead & support analysis in key strategic topics that may involve interviews, data analysis, third party research, and synthesis of findings across data sources + Gather and analyze data to understand problems and address them proactively + Schedule and execute calls with internal teams (including Sales, Marketing, IT, Product Development, Finance, Corporate Shared Services) to address and resolve issues as needed + Manage special projects as needed + Provide first line and second line support to strategic partners by answering questions and addressing issues in a timely and professional manner **Skills you will need here:** + Currently, pursuing a degree or role in data science, computer science, or related fields. + Strong data modeling skills. + Excellent problem-solving and analytical skills. + Ability to work independently and as part of a team. + Strong communication skills and willingness to learn. Cengage Group is committed to working with broad talent pools to attract and hire strong and most qualified individuals. Our job applicants are considered regardless of any classification protected by applicable federal, state, provincial or local laws. Cengage is also committed to providing reasonable accommodations for qualified individuals with disabilities including during our job application process. If you are an applicant with a disability and require reasonable accommodation in our job application process, please contact us at accommodations.ta@cengage.com . **About Cengage Group** Cengage Group, a global education technology company serving millions of learners, provides affordable, quality digital products and services that equip students with the skills and competencies needed to be job ready. For more than 100 years, we have enabled the power and joy of learning with trusted, engaging content, and now, integrated digital platforms. We serve the higher education, workforce skills, secondary education, English language teaching and research markets worldwide. Through our scalable technology, including MindTap and Cengage Unlimited, we support all learners who seek to improve their lives and achieve their dreams through education. **Compensation** At Cengage Group, we take great pride in our commitment to providing a comprehensive and rewarding Total Rewards package designed to support and empower our employees. Click here (******************************************************************************************** to learn more about our _Total Rewards Philosophy_ . The full base pay range has been provided for this position. Individual base pay will vary based on work schedule, qualifications, experience, internal equity, and geographic location. Sales roles often incorporate a significant incentive compensation program beyond this base pay range. $10.00 - $25.00 USD **Cengage Group** , a global education technology company serving millions of learners, provides affordable, quality digital products and services that equip students with the skills and competencies needed to be job ready. For more than 100 years, we have enabled the power and joy of learning with trusted, engaging content, and now, integrated digital platforms. We serve the higher education, workforce skills, secondary education, English language teaching and research markets worldwide. Through our scalable technology, including MindTap and Cengage Unlimited, we support all learners who seek to improve their lives and achieve their dreams through education. **_Warning: Be aware, there has been an increase of targeted recruitment_** **_scams perpetrated by bad actors falsely providing job offers on behalf Cengage Group to candidates as a means of obtaining personal information. Note that Cengage will always interview candidates via live in-person meetings, phone calls and video calls before an offer would be extended. Also, be sure to check that communication is coming from an @cengage.com email address._**

Job Details Central Office - Waterford, CTDescription Waterford Public Schools has a position available for a student seeking experience as a Video Intern. The Video Intern will assist the Superintendent's Office by creating and editing video content that highlights school events, programs, and initiatives. This position offers an opportunity for a high school student to gain hands-on experience in video production and communications while supporting district projects. Waterford Public Schools serves approximately 2,400 students in grades PK-12. Our district is actively seeking to recruit qualified applicants from a diversity of backgrounds, perspectives, and experiences so as to promote a diverse applicant pool for administrative, faculty, and staff positions to better serve our students' multiple identities and to bring a broader range of experiences into our district to continue to enhance the teaching and learning for ALL. Waterford's Mission and Strategic Plan guide us as we take action to engage all voices to examine practices, imagine possibilities and create an equitable, diverse community with “Excellence in Every School. Inspiring Every Child.” The District's facilities include three elementary schools, one middle school and one high school. The Waterford community strongly supports the public schools and has high expectations for staff and students. According to the State of Connecticut Next Generation Performance Accountability System, Waterford Public Schools ranks in the top third of K-12 school districts in the state. The Waterford Board of Education is a nine-member elected body. Responsibilities include: Filming and editing short videos for district use. Assisting with planning and preparing video shoots. Covering school and community events as assigned. Maintaining video files and equipment. Working with staff to showcase student and district achievements. Qualifications EDUCATION / QUALIFICATIONS: Current high school student with experience creating video content. Basic skills in video editing software (iMovie, Adobe Premiere, Final Cut, or similar). Creative, reliable, and able to work independently. Strong communication and organizational skills. Schedule: Part-time, flexible hours to fit around school commitments. Occasional evening or weekend work may be required. Hourly Rate: $16.35 per hour Link to full job description below: https://docs.google.com/document/d/1Q1ycWoyXKbyaKRlc1b9_BlPBpANmh-GP/edit?usp=drive_link&ouid=11***********87948329&rtpof=true&sd=true

As a J1 F&B Trainee Manager at Innis Arden Golf Club, you will embark on a comprehensive, year -long professional development journey within one of Connecticut's premier private clubs. This hands -on program is designed to provide you with in -depth exposure to all aspects of Food & Beverage operations and Front of House management. Key Responsibilities: Rotate through core departments including Food & Beverage, Front of House, and Member Services to gain a holistic understanding of club operations Support daily dining operations, including set -up, service, and breakdown for a variety of dining venues (fine dining, casual, and event spaces) Deliver exceptional guest service to club members and guests, upholding the highest standards of hospitality Assist with planning and execution of club events, member tournaments, and private functions Collaborate with culinary, bar, and service teams to ensure seamless operations and guest satisfaction Participate in ongoing training sessions, workshops, and professional development activities led by club leadership and industry experts Contribute to a positive, inclusive, and community -oriented work environment Support administrative tasks such as inventory, scheduling, and reporting as required RequirementsTo be eligible for the J1 - 12 Month F&B Trainee Manager program at Innis Arden Golf Club, candidates must meet the following criteria: Hold a third -level qualification (university degree or equivalent) in hospitality, hotel management, or a related field OR Have at least 5 consecutive years of full -time experience in the hospitality industry Demonstrate strong verbal and written English language skills Show a genuine passion for hospitality, guest service, and professional development Exhibit excellent interpersonal skills, teamwork, and a positive attitude Display adaptability and commitment to completing the full 12 -month program Be eligible for the J1 Trainee visa (must not have previously participated in a J1 Trainee or Internship program in the same occupational field) Willingness to relocate to Connecticut, USA, for the duration of the program Benefits Compensation: $17/hour (plus overtime at time and a half) Schedule: 40 hours per week Accommodation: Provided within walking distance to the club for $35/week (deducted from wages) Meals: Morning & afternoon staff meals provided on shift Bonuses: Performance -based bonuses at end of season and year Perks: Summer staff outing to NY Yankees baseball game Employee holiday party in December Why Innis Arden Golf Club? Work at a top -tier, newly redesigned private golf club with a welcoming, community -focused culture Gain exposure to both F&B and Front of House operations Enjoy a range of club amenities and participate in club events Be part of a close -knit international team that values professional growth and camaraderie Access to tennis courts, family -oriented programs, and a variety of member events

Summer School/Summer School - NON-CERTIFIED (INTERNAL) POSITION SUMMARY: This summer school position is for Child Development Associates to work in a fully inclusive Pre-K along with a Special Education Teacher with students ages 3 & 4 who are typically developing and those with special education needs whose educational progress would be irreparably diminished, and for whom serious and/or educational harm would result if a summer program were not provided. Dates and times of employment are contingent on the individual school's summer program. School location will be determined based on student needs and enrollment. QUALIFICATIONS PREFERRED: 1. Minimum a Child Development Associate Certificate credential or an Associates Degree in Early Childhood development or the equivalent required. 2. Experience with Pre-k work or in a related field preferred. 3. Excellent interpersonal and organizational skills. 4. Demonstrated ability to work effectively with diverse communities is essential. 5. Develop and maintain favorable relationships with administration, staff and parents. 6. Bilingual (English/Spanish) skills desirable. SALARY AND TERMS OF EMPLOYMENT: Regular per-diem hourly rate based upon salary of individual selected. No holidays, vacation or sick leave during this scheduled program. Applicants who cannot work through the entire program due to scheduling conflicts should not apply. Location and hours of employment are subject to change based on student enrollment. UNION AFFILIATION: Hartford Federation of Child Development Associates. APPLICATION PROCEDURE: All internal applicants must submit an online application.To apply, go to ********************************************* Or, go to *********************** and follow the appropriate link, under "Summer School". An Equal Employment Opportunity and Affirmative Action Employer, M/F/V/D

Job Description Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students' interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks a School Psychology Intern, Grades N-12, to start in August 2026. This opportunity is ideally suited for graduate students seeking internship or externship experience. Preference will be given to those with a concentration in School Psychology. There will be a stipend of $10,000. This position will report to the Director of Wellness and Student Support, a Doctoral level, licensed psychologist, who will supervise the internship program. The master's or doctoral-level intern will provide support to the division's counselor/psychologist to engage in many different responsibilities. Some of these will include conducting observations, developing behavioral plans, consulting with teachers, providing counseling, supporting students with academic plans/needs, and completing screenings. This is a full-time, 10-month/year position. Responsibilities Include: Provide counseling services to students; working one-on-one or in small groups Understand and support the mission of the school Provide academic Support for students Review Psychological Evaluations, summarize the results, and share with staff Provide executive functioning support for students in Production Lab Participate in grade-level meetings and student support meetings Complete classroom observations Assist in the development of school-based interventions for the students Provide academic support for teachers Survey staff for academic needs Develop professional development trainings for staff Develop and implement FBA/BIP (BSP) Meet with teachers and provide them with in-school interventions aimed at supporting students Seminar Class/Advisory Attend seminar planning meetings and help develop curriculum Develop content for seminar class and help teach Support Advisory at the high school and middle school levels Examine our protocol for screening students in order to better assess our students in the following areas: Academic - reading, writing, math Attention/Executive Function Emotional Language-based Nonverbal Interpersonal Help with the screening process for admissions Professional Development Attend weekly supervision meetings Attend weekly mental health team meetings Provide support for parents Develop content for presentations and trainings for parents Meet with parents Learn protocols including suicide /safety protocol and classroom safety protocols Learn how to examine/review Bark and determine safety Support referrals Develop a list of all local support agencies (Links, Greenwich Ed, Waverly, Sasco, Anxiety Institute, etc.) Required Qualifications: Must be working towards a graduate-level degree in School Psychology Commitment to building a diverse, equitable, and inclusive school community Ability to develop proficiency with student information systems and databases Willingness to learn about the school, its curriculum, and admissions programs Strong work ethic combined with a high degree of professionalism, and the ability to maintain absolute confidentiality and the integrity of the student support process Ability to manage multiple projects and meet deadlines in a fast-paced, service-oriented office Demonstrated cultural competency skills to effectively communicate and collaborate across difference Excellent interpersonal written and verbal communication skills and the ability to comfortably, warmly, and effectively engage with large and small groups of adults and/or students in professional or social settings Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor Superlative organizational skills and attention to detail Ability to work both as part of a team and independently to accomplish departmental and individual goals Positive energy, flexibility, and a desire to participate in the life of the school Preferred Qualifications: Bachelor's degree; Masters or doctoral degree in School Psychology in progress Concentration in School Psychology Spanish language proficiency Interested candidates are invited to use the link provided to submit a cover letter and resume to: Raquel Salcedo, Director of Recruiting & Talent Powered by JazzHR uBduYdcTE8

Summer School/Summer School Teacher Date Available: 06/30/2025 Closing Date: Until filled Greenwich Public Schools seeks Grades K-12+ Board-Certified Behavior Analyst(s) (BCBA(s)) for its 2025 Summer School program. The Elementary Summer School will be located at New Lebanon Elementary School, and the Secondary Summer School will be located at Western Middle School, from June 30 through August 7, Mondays through Thursdays. Board-Certified Behavior Analysts must possess the BCBA license in addition to CT State Certification as a special education teacher, school psychologist, or school social worker. Compensation for all hours will be at the individual teacher's hourly per diem rate as based on the Agreement between the Greenwich Board of Education and the Greenwich Education Association. Positions are dependent on student enrollment. Preference will be given to Greenwich Public Schools teachers contracted for the 2025-26 school year, and then to other Greenwich Public Schools benefits-eligible employees.

Internships Date Available: 08/25/2015 *** This posting does not necessarily reflect vacancies in the respective area. *** Hartford Public Schools Intern (Paid) REQUIREMENTS: This application is to be used for pre-established internship opportunities. Applicants must already be in communication with a school leader or a department head and be using this application as tool to formally apply for the internship opportunity that has already been discussed and agreed upon. This posting is not for candidates looking to be considered for future potential internship opportunites. SALARY: Pay will be commensurate with experience, educational level and on a case by case basis. An Equal Employment Opportunity and Affirmative Action Employer, M/F/V/D

Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students' interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks a School Psychology Intern, Grades N-12, to start in August 2026. This opportunity is ideally suited for graduate students seeking internship or externship experience. Preference will be given to those with a concentration in School Psychology. There will be a stipend of $10,000. This position will report to the Director of Wellness and Student Support, a Doctoral level, licensed psychologist, who will supervise the internship program. The master's or doctoral-level intern will provide support to the division's counselor/psychologist to engage in many different responsibilities. Some of these will include conducting observations, developing behavioral plans, consulting with teachers, providing counseling, supporting students with academic plans/needs, and completing screenings. This is a full-time, 10-month/year position. Responsibilities Include: Provide counseling services to students; working one-on-one or in small groups Understand and support the mission of the school Provide academic Support for students Review Psychological Evaluations, summarize the results, and share with staff Provide executive functioning support for students in Production Lab Participate in grade-level meetings and student support meetings Complete classroom observations Assist in the development of school-based interventions for the students Provide academic support for teachers Survey staff for academic needs Develop professional development trainings for staff Develop and implement FBA/BIP (BSP) Meet with teachers and provide them with in-school interventions aimed at supporting students Seminar Class/Advisory Attend seminar planning meetings and help develop curriculum Develop content for seminar class and help teach Support Advisory at the high school and middle school levels Examine our protocol for screening students in order to better assess our students in the following areas: Academic - reading, writing, math Attention/Executive Function Emotional Language-based Nonverbal Interpersonal Help with the screening process for admissions Professional Development Attend weekly supervision meetings Attend weekly mental health team meetings Provide support for parents Develop content for presentations and trainings for parents Meet with parents Learn protocols including suicide /safety protocol and classroom safety protocols Learn how to examine/review Bark and determine safety Support referrals Develop a list of all local support agencies (Links, Greenwich Ed, Waverly, Sasco, Anxiety Institute, etc.) Required Qualifications: Must be working towards a graduate-level degree in School Psychology Commitment to building a diverse, equitable, and inclusive school community Ability to develop proficiency with student information systems and databases Willingness to learn about the school, its curriculum, and admissions programs Strong work ethic combined with a high degree of professionalism, and the ability to maintain absolute confidentiality and the integrity of the student support process Ability to manage multiple projects and meet deadlines in a fast-paced, service-oriented office Demonstrated cultural competency skills to effectively communicate and collaborate across difference Excellent interpersonal written and verbal communication skills and the ability to comfortably, warmly, and effectively engage with large and small groups of adults and/or students in professional or social settings Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor Superlative organizational skills and attention to detail Ability to work both as part of a team and independently to accomplish departmental and individual goals Positive energy, flexibility, and a desire to participate in the life of the school Preferred Qualifications: Bachelor's degree; Masters or doctoral degree in School Psychology in progress Concentration in School Psychology Spanish language proficiency Interested candidates are invited to use the link provided to submit a cover letter and resume to: Raquel Salcedo, Director of Recruiting & Talent

Application Deadline December 29, 2025 Full-Time Regular 201489 Administrative Faculty Trainee Administrator I Department of Information Technology Central Connecticut State University invites applications for a full-time Administrative Faculty Trainee within the Department of Information Technology. This is an exciting opportunity for individuals pursuing a career in Information Technology looking to excel in the following areas: Cisco Networking, Server Administration and/or Microsoft Cloud Administration. Central Connecticut State University is the first publicly funded university in the state and recently celebrated 175 years of academic excellence and innovation. For more information about Central Connecticut State University, please visit CCSU. About the Information Technology Department The Information Technology Division partners with faculty, staff, and students in achieving Central's academic goals. In order to do this, the division needs a deep understanding of current and future instructional and business needs to provide effective technological solutions. Because these needs are constantly evolving with developments in the areas of both pedagogy and technology, the Division of IT must provide a proactive and flexible response to meet these needs as they develop. For more information regarding Central's IT initiatives, please visit CCSU IT. Position Profile This is an entry-level/trainee position for highly motivated individuals who are eager to learn and grow. Comprehensive training will be provided, and candidates will have the opportunity to develop the knowledge and skills needed for successfully transition to an Administrator II role. The successful candidate will learn to provide technical support and assistance to faculty, staff, and students. This will include troubleshooting hardware and software issues, resolving technical problems and helping clients with their IT-related questions. The successful incumbents may collect, analyze and maintain data, databases and other record keeping. They will also provide assistance to employees of higher grade in the completion of routine tasks such as planning, coordinating, preparing and executing services, programs and events. Incumbents may be required to work on campus, including evenings and weekends, as necessary. Applicant Evaluative Criteria Applicant profiles will be evaluated for appointment based on the following: Minimum Qualifications Education: All Applicants must possess a Bachelor's degree from an accredited institution. Preferred Qualifications * Knowledge of Windows Server, Cisco IOS, and IPv4 networking. * Familiarity with PowerShell, Python, DHCP, DNS, and T-SQL. * Basic troubleshooting and problem-solving skills. * Experience using ticketing systems (e.g., Ivanti, ServiceNow). * Strong communication and customer service skills. * Bachelor's degree in computer science, Information Technology, Management Information Systems, Mathematics, Physics, or a closely related field. To Apply To begin the application process, select the Apply button and electronically submit the following documents by December 29, 2025. * Letter of interest addressing the qualifications for this position. * Current Résumé * Names of three professional references including their address, email address, and telephone numbers. Incomplete or late applications will not be considered, emailed, and mailed applications will not be accepted. Inquiries may be sent to Karla Pacheco, Search Committee Chair, at ************** or ******************. Compensation and Employee Benefits The Administrative Faculty Trainee is compensated at the Administrator I salary level in accordance with the State University Organization of Administrative Faculty (SUOAF) Collective Bargaining Union Agreement. For more information, please visit SUOAF. The State of Connecticut and Central Connecticut State University are proud to offer its employees competitive wages and a wide range of fringe benefits including voluntary and supplemental benefits. Fringe benefits include: paid personal, holiday, vacation and sick leave accruals; medical, dental, and prescription plans; group life insurance; retirement; retiree health care; tuition waiver for employee and eligible dependents at any of the Connecticut State Universities (Central, Eastern, Southern or Western) as well as an array of voluntary and supplemental benefits such as Deferred Retirement Contribution plans, Dependent Care Assistance and Medical Flexible spending accounts; long and short term disability insurance plans. For more detailed information, please visit CCSU Human Resources. As an affirmative action employer, Central Connecticut State University actively seeks and encourages applications from women, minorities, persons with disabilities, and individuals with protected veteran status. The University provides reasonable accommodations to qualified individuals with disabilities upon request.

AI + Elite Basketball | Summer 2025 Duration: ~8 weeks (June 16 ~ Aug 11) Onsite (Putnam, CT), with housing supported through PSA's campus Type: Unpaid internship, with potential path into a deeper role beyond summer Open to candidates with CPT, OPT, and H-1B About Us This internship is hosted by PAI (Precision Athletics Intelligence), a new AI athletic program by Putnam Science Academy (PSA) - one of the most elite basketball-focused high schools in the U.S. PSA has won 5 National Prep School Basketball Championships, in 8 years, most recently in March 2025 The school's mission is to deliver world-class private high school education while developing players for NCAA and NBA levels PAI is built to bring AI into high-performance sports and education, starting with this summer MVP project This is PAI's first technical initiative, aiming to create a foundational performance analysis platform for PSA's nationally ranked basketball program - with high visibility and real-world application from day one. What You'll Build You'll join a small, focused team building an end-to-end system to: Ingest training video and AI-generated data Display insights via web/mobile interface (shot charts, movement heatmaps, player metrics) Support coaches and athletes with real-time, intuitive access to performance analysis Help lay the groundwork for future AI-powered training & educational tools This product will serve elite athletes and coaching staff immediately, with long-term potential to scale across teams and domains. Your Role As a Full-Stack Developer Intern, you'll lead or co-own the system's software foundation - from data APIs to front-end dashboards. Responsibilities Build front-end interfaces using React.js / Next.js / similar Design UI components to display player data, visualizations, and video insights Implement backend endpoints to deliver model results (FastAPI, Flask, or equivalent) Structure and query training data using PostgreSQL or Firebase Work with ML engineers to connect the model layer to the user interface Ensure a responsive, intuitive user experience for coaches and players What We're Looking For Core Skills Experience with front-end frameworks (React.js / Vue.js / similar) Familiarity with backend APIs (REST, FastAPI, Flask, etc.) Comfortable working with databases (PostgreSQL, Firebase, or equivalent) Git version control and collaborative workflow Mindset We're looking for someone who: Has real confidence in their ability to learn fast and figure things out independently Can take vague or high-level product goals, and turn them into working code Works through ambiguity with speed, structure, and clarity Cares about doing real work that gets used - not just academic experiments Is genuinely interested in basketball and understands the game at a basic level Thrives in a builder-style environment with ownership, speed, and open problems Bonus (Not Required) Experience with mobile or cross-platform development (React Native, SwiftUI) Background in data visualization (Chart.js, D3.js, ECharts) Familiar with video playback or annotation features Prior involvement in sports (as athlete, analyst, or developer) Who Can Apply We welcome candidates from a variety of backgrounds: Undergraduates (junior/senior preferred) with strong project experience Master's students in CS, or related fields Self-taught engineers or bootcamp grads with strong portfolios International students welcome - we support CPT, OPT, and H-1B pathways We value your ability to build and think clearly over your academic label. Why This Matters This is not a typical early-stage internship. While our tech team is just starting out, our platform isn't. You'll be building within a system that already has: A championship-level basketball program Immediate real-world users: athletes and coaches with daily training needs A founder with full access to decision-making, facilities, and execution A high-trust environment where things move fast, and feedback is real In many ways, PSA provides what most startups seek after Y Combinator: A live environment, institutional support, immediate demand, and the room to build and scale. If you have: Strong learning ability Clear technical thinking Ambition to turn huge ideas into real systems …and you're excited by sports, education, AI, and building things from scratch - you'll thrive here.

Intern/Intern This application is for interns that we have partnered with to provide support for our classrooms. In order to be eligible to submit an application, you must have already been selected as an intern for the East Hartford Public Schools through our University partnerships. ');

OTHER/University Clinical/Residency Programs Date Available: TBD Closing Date: open until filled JOB CLASSIFICATION TITLE: Teacher Apprentice (NextGen) DEPARTMENT: Teaching and Learning FLSA DESIGNATION: Non-Exempt. $17.14-$20/hour (Up to 5 days/week) Note:This is a grant funded Non-Union position with benefits that exists as long as funds are available. INCUMBENT NAME: Grant REPORTS TO: Receives administrative direction from the assigned MentorTeacher, Principal, Talent & Professional Development Supervisors, or other administrative official of a higher grade. PART I - SUMMARY OF CLASSIFICATION The Teacher Apprenticeship is an alternate route towards a teacher certification program where individuals have the opportunity to explore the field of education while gaining paid hands-on training. This “Earn While You Learn” model will allow aspiring educators to observe best practices in classroom instruction. Teacher Apprentice candidates will be enrolled in rigorous coursework with the University partner and serve in a paid apprenticeship position in designated WPS schools. A Mentor teacher will be assigned to each Teacher Apprentice working side-by-side with their Teacher Apprentice and be supported by the partnering university Supervisors to help prepare for a successful career in education. Upon successful completion of the program, a WPS Teacher Apprentice will have the opportunity to be interviewed and recommended for current vacancies within the district for the upcoming school year. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE: General Experience: Completed 2 years in the NextGen Educators Program Accepted into the partner University's Educator Preparation Program Special Requirement: In addition to the checking of references and facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment. B. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Must be accepted into the partner University's Educator Preparation Program Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator's License. C. KNOWLEDGE, SKILLS AND ABILITIES: Demonstrated commitment to diversity in the field of education Some knowledge of core curriculum areas for which the WPS Teacher Apprentice is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, music, art, languages, and so forth, as appropriate; Some knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; Some knowledge of child development; Some knowledge of classroom management techniques; Some knowledge of instructional technologies; Some knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Interventions (SRBI); Some knowledge of community resources; Excellent listening skills; Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds; Ability to adapt teaching styles to diverse student populations; Ability to communicate effectively, both orally and in writing; Ability to multitask and be flexible; Ability to utilize computer and multimedia technology, as appropriate; PART III - POSITION SUPERVISES: Not Applicable PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. This is a teacher apprenticeship position leading to initial teaching certification. The program requires Teacher Apprentice to: Serve in a Teacher Apprentice position under the guidance of a designated Mentor Teacher for one academic school year for the hours designated; Plan instruction and meet with Mentor Teacher at times beyond the staff required hours (meetings can be planned for up to 2 additional hours per week) Complete Educator Preparation Program coursework Attend district and school-based professional development and training sessions; Prepare for and take appropriate assessments for Connecticut State initial teaching certification Upon successful completion of the program and certification requirements, commit to accepting a classroom teaching position in the District for a period of three years. PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an “X” in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Seeking a part time Internship Leader in South Eastern CT. Responsibilites include: providing work readiness training to young adults, mentoring youth employment leaders, facilitating work readiness workshops, developing internships, processing payroll, visiting young adults at community worksites, and data entry. Position requires an Associate's degree or 5 years work experience in an education environment, a valid Driver's License and reliable transportation. Candidate must have strong communication, organizational, youth mentorship and technology skills. At EASTCONN, we believe that diversity is key to our success. We encourage candidates from all backgrounds to apply, including those who may not meet every listed qualification. Your passion, drive, and perspective are what matter most to us. As an EEO/AA employer, EASTCONN provides equal opportunity and prohibits discrimination, harassment and retaliation based upon a person's race, color, religion, sex, age, national or ethnic origin, disability, veteran status, sexual orientation, gender identity, gender expression, or any other characteristic protected under applicable law, and caste, which is protected by our policies. AA/EOE M/F/D/V

Non-Certified - Athletic - Middle School/Student Volunteer ');

Choate Rosemary Hall is currently hiring Teaching Interns to support our Summer Programs. The Choate Rosemary Hall Teaching Internship Program offers current college students and recent college graduates a rewarding opportunity to work in an intellectually stimulating and supportive academic community. Interns have ample opportunity to teach, coach, develop lesson plans, and evaluate student performance, and in turn receive feedback on their teaching from mentor teachers, department heads, and the Coordinator of the Teaching Intern Program. Teaching Interns participate in weekly professional development sessions. The internship program is particularly beneficial to applicants who are interested in teaching in a residential college-preparatory or middle school institution. Approximately 20-24 teaching intern positions are offered each summer in Arts (Acting, Digital Media, Visual Art), English, HPRSS (History, Philosophy, Religion, Social Science), Languages (French, Latin, Spanish), Mathematics, Computer Science, Robotics, Science (Biology, Chemistry, Engineering, Environmental Science, Physics), as well as in our Signature Programs and Workshops. ESSENTIAL FUNCTIONS: * Work with one or two mentor teachers * Help prepare activities, assignments, quizzes, projects, and other aspects of each assigned course * Teach a minimum of two full periods in each assigned course * Provide classroom coverage in assigned or similar courses as applicable and needed * Observe a minimum of 8 classes (other than one's own) during the program * Coach/facilitate afternoon athletics and activities for middle school and high school students * Chaperone Student Activity trips off campus * Serve one night of library duty during study hours * Support SAC Directors and Coordinator of Afternoon Athletics & Activities with development, implementation, and chaperoning of Wednesday Community Building activities * Live in a student dormitory and share advising and supervisory responsibilities with other interns, residential advisers, and heads of house * Serve as the adviser for a group of students * Proofread Teacher Reports written for each advisee * Write an adviser report for each advisee * Attend weekly Professional Development workshops for Teaching Interns * Write and submit Self-Reflection and Program Evaluation before departing campus at the end of the program JOB QUALIFICATIONS: MINIMUM KSA'S (KNOWLEDGE, SKILLS AND ABILITIES) REQUIRED FOR PLACEMENT IN POSITION * Interns must be at minimum 18 years old by the start of Summer Programs Education: * Bachelor's degree in process (or recently completed) in an academic discipline or related field Prior experience: Experience in the following areas preferred: * Paid or volunteer work in a residential school or camp setting * Paid or volunteer work teaching, advising, coaching, or taking care of children * Paid or volunteer work with planning, supporting, and hosting events Specialized training in: * Proficient in Microsoft Office 365 and desktop suite of applications Other Key Competencies: * Excellent verbal and written communication skills, including being an excellent listener. * Strong interpersonal skills displaying a high level of tact, diplomacy, and professionalism and ability to work effectively with a wide range of constituencies in a diverse community. * Problem solving and critical thinking skills. * Strong ability to use independent judgment and to manage and impart confidential information. * Sound judgment, able to remain cool under pressure. * Strong ability to communicate and relate well with adolescent/young adult students, their families, and faculty and staff members. * Comfortable with face-to-face interactions regarding sensitive/personal topics. * Excellent organizational skills and ability to effectively manage time, competing demands, and deadlines. * Quality control -demonstrate accuracy and thoroughness and monitor own work to ensure quality. * Adaptability -adapt to changes in the work environment, manage competing demands and frequent change, delays, or unexpected events. * Honesty and integrity. Earn trust and maintain confidence. * Proficient in operating a computer. * Fluent (read/write/speak) in English language

Wesleyan CAPS Extern Trainees will provide individual psychotherapy to college-aged students presenting with a full range of psychiatric difficulties. The trainees will gain experience providing both long-term and time-limited therapy with this population. Additionally, they will regularly conduct clinical intake sessions which include comprehensive risk assessments. While individual therapy comprises the majority of the trainee's clinical hours, they also have the opportunity to co-lead clinical groups with the professional clinical staff. Group offerings change from semester to semester and year to year according to staff interest and availability. Trainees will also have the opportunity to participate in various outreach and education efforts presented by the office. Finally, CAPS offers a limited cognitive assessment program in which pre-doctoral trainees have the opportunity to conduct cognitive assessments with Wesleyan students suspected of having a learning disability. This is an on-campus position. Minimum Qualifications: Master's level trainees. Preferred Qualifications: Doctoral students who will be in their 3rd through 5th years of training at the time of their placement. Additional Applicant Instructions Position is opened until filled. Applicants must upload a cover letter and resume. Work Location: On Campus All offers to external applicants are contingent on the candidate's completion of a pre-employment background check screening to the satisfaction of Wesleyan University. Wesleyan University, located in Middletown, Connecticut, does not discriminate on the basis of race, color, religious creed, age, gender, gender identity or expression, national origin, marital status, ancestry, present or past history of mental disorder, learning disability or physical disability, political belief, veteran status, sexual orientation, genetic information or non-position-related criminal record. We welcome applications from women and historically underrepresented minority groups. Inquiries regarding Title IX, Section 504 or any other non-discrimination policies should be directed to Vice President for Equity and Inclusion, Title IX and ADA/504 Coordinator. Wesleyan University complies with the Clery Act and maintains records of campus crime statistics and security policies. Copies of Wesleyan University's Clery Act Report are available on request and online at ************************************************* Experience is taken into consideration in the determination of salary offers. For more information visit ********************************************************************** Wesleyan offers a broad range of employee benefits and development opportunities, including comprehensive group insurance plans, wellness programs and incentives, generous paid time off and retirement plans, flexible work schedules, employee and dependent tuition programs for those who qualify. Detailed information on the benefits of working at Wesleyan is located at: ***********************************************************

Non-Certified - Athletic - Middle School/Student Volunteer ');

The Choate Rosemary Hall Student Life Internship Program offers college students a rewarding opportunity to work in an intellectually stimulating and supportive academic community. Interns collaborate daily with faculty and staff who oversee Choate Summer Programs, gaining experience as members of either the Summer Programs Office or Student Activities Center (SAC). In addition, they work closely with Choate Summer Programs participants as residential advisers, coaches, and chaperones. Student Life Interns participate in weekly professional development sessions and have the opportunity to take on additional projects aligned with their respective interests and skills. Previous projects have spanned topics such as program finance, institutional research, sustainability, and community outreach. The internship program is particularly beneficial to applicants who are interested in learning what it's like to live and work in an independent boarding school community. ESSENTIAL FUNCTIONS: Before Students Arrive * Assist the Summer Programs Office and Student Activities Center (SAC) with projects related to the arrival of students, interns, and faculty * Attend and participate in Orientation Meetings for Interns and Faculty * Working with the Summer Programs Office, deans team, SAC directors, and heads of house, ensure that all dormitories are prepared for students and faculty * Assist with Arrival Day Check In and Orientation for students * Assist SAC with airport transportation details and chaperone student pick-up During Summer Programs * Live in a student dormitory and share advising and supervisory responsibilities with other interns, residential advisers, and heads of house * Serve as the adviser for a group of students * Proofread Teacher Reports written for each advisee * Write an adviser report for each advisee * Coach/facilitate afternoon athletics and activities for middle school and high school students * Chaperone SAC trips and on-campus activities * Chaperone student transportation to and from airports at the beginning and end of program sessions * Work with deans and the Summer Programs Office on student life programming * Work with Afternoon Activities Coordinator and SAC Directors on developing and executing Wednesday activities * If working in the Summer Programs Office, support Reach sign-out permission system, communicate with parents/guardians of Summer Programs participants via email and phone, assist with office-based projects (e.g.finance tracking, field trip administrative support, and music practice room scheduling,) and support the deans team during office hours Monday through Friday from 8:00 AM to 4:00 PM and Saturday from 9:00 AM to 12:00 PM. * If working in the SAC, help monitor and supervise students in St. John Hall (during the week from 12:00 pm - 8:00 pm and as needed on the weekends), arrange SAC trips and on campus events, produce social media and print marketing materials, and promote trips and events at School Meetings. * Attend weekly Wednesday professional development workshops * Prepare and present a project at the last professional development workshop * Meet with a mentor who is part of the Summer Programs administrative team * Additional duties and projects as assigned As Summer Programs Concludes * Assist deans and heads of house in completing room inventory sheets and recording any damage * Assist SAC staff with the departure of all residential students, including chaperoning airport shuttles * Assist SAC staff with dorm clean up after students depart * Assist Summer Programs staff in routine duties at end of program JOB QUALIFICATIONS: MINIMUM KSA'S (KNOWLEDGE, SKILLS AND ABILITIES) REQUIRED FOR PLACEMENT IN POSITION * Interns must be at minimum 18 years old by the start of Summer Programs Education: * Bachelor's degree in process (or recently completed) in an academic discipline or related field Prior experience: Experience in the following areas preferred: * Paid or volunteer work in a residential school or camp setting * Paid or volunteer work teaching, advising, coaching, or taking care of children * Paid or volunteer work with planning, supporting, and hosting events Specialized training in: * Google suite (Drive, Docs, Sheets) * Proficient in Microsoft Office 365 and desktop suite of applications Other Key Competencies: * Excellent verbal and written communication skills, including being an excellent listener. * Strong interpersonal skills displaying a high level of tact, diplomacy, and professionalism and ability to work effectively with a wide range of constituencies in a diverse community. * Problem solving and critical thinking skills. * Strong ability to use independent judgment and to manage and impart confidential information. * Sound judgment, able to remain cool under pressure. * Strong ability to communicate and relate well with adolescent/young adult students, their families, and faculty and staff members. * Comfortable with face-to-face interactions regarding sensitive/personal topics. * Excellent organizational skills and ability to effectively manage time, competing demands, and deadlines. * Quality control -demonstrates accuracy and thoroughness and monitors own work to ensure quality. * Adaptability -adapt to changes in the work environment, manage competing demands and frequent change, delays, or unexpected events. * Honesty and integrity. Earn trust and maintain confidence. * Proficient in operating a computer. * Fluent (read/write/speak) in English language