Graduate assistant jobs in Boston, MA

As a professional level staff member in training, the Graduate Assistant shall have primary accountability for student personnel administration for the teams of students they are assigned. This will include coordination of all aspects of hiring, payroll, performance assessment, budget, records, and employee training and development under the direction of the Associate Director. This position will also manage the daily operations of the Hammond Hall Campus Center in collaboration with the Associate Director. Specific Duties 1. Assist with aspects of the Hammond Campus center including, but not limited to, hours of operation, work orders, inventory, student employees, information desk, and building managers. 2. Assists with recruiting, selecting, and training all student employment including building managers. 3. Facilitate training and testing of employees to assure appropriate competency levels are reached within four weeks of the start of the student's employment. 4. Provides support for the professional staff that have oversight of the Game Room, Building Managers, and Event Student Services. 5. Leads the development of the monthly in-service program for the Campus Center employees 6. Works collaboratively with Events and Capital Planning & Maintenance as it pertains to events held in the Campus Center. 7. Manages all term performance assessments and handles performance problems with student employees, assuring the appropriate procedures are followed and appropriate documentation is kept. 8. Attend all building manager meetings. 9. Attend all area meetings of their student teams and coach the managing lead in leading those meetings. 10. Manages employee recognition programs with the Building Managers and jointly manage and present departmental recognition programs. 11. Shall, in rotation with the other GA, directly supervise the operations for evening and weekend programs as assigned. (1-2 nights a week on average). Requirements: 1. Candidate MUST be a registered Graduate Student at Fitchburg State University. 2. Good written and verbal communication skills; strong customer service orientation; ability to interact well with the diverse segments of the Fitchburg State University community. 3. The successful candidate will be a mature, responsible, independent thinker, who demonstrates flexibility and good problem solving skills. 4. Preference will be given to candidates with previous event programming of experience. 5. Preference will be given to candidates with previous experience working with college age students. Additional Information: This is a part-time, non-benefited , graduate student position ,January 25, 2026 through June 30, 2026. Schedule varies up to 20 hrs per week to include occasional nights and weekends. Salary is approximately $6,000 for the semester. Fitchburg State University is an equal opportunity employer. Application Instructions: Interested candidates should submit a cover letter, resume and be prepared to enter name/contact information for three professional references. Please click CONTACT US if you need assistance applying through this website. Please click here to login to check/edit your profile or to upload additional documents.

In order to participate in Berklee Student Employment, a student must fulfill the following requirements: Current student at Berklee College of Music or Boston Conservatory at Berklee. Enrolled at least half-time in a degree, diploma, or certificate-seeking undergraduate or graduate program. Summer is the only semester in which a student can maintain employment without being enrolled. In this case, the student must be pre-registered for the upcoming fall semester. This exception does not apply to fall or spring semesters. Have a valid United States Social Security Number (SSN). Remain in “valid” Visa status as applicable. A minimum 2.0 cumulative GPA. Students in their first semester can work, even though they do not have an official GPA until the completion of their first semester. Federal Work Study student may apply. In good disciplinary standing. Must be located in the U.S. For complete program details, please go to our website: ********************** Non-Voice Majors Teaching Assistants, along with a supervising faculty member, will instruct non-majors at the Conservatory who are interested in learning the fundamentals of voice technique and singing performance. This teaching takes place through the Voice for Non-Majors course. Job Duties and Responsibilities: Teaching assistants will prepare syllabi, classroom materials, and take attendance for their classes. Under the guidance of a supervising faculty member, they will teach technical concepts, select and teach repertoire, coach styles, and administer and give feedback on in-class performances. This job is on campus, primarily in 8TF. Students in this position must be currently enrolled in either of the Conservatory's Graduate Vocal pedagogy degree programs: the MFA in Musical Theater Vocal Pedagogy or MM Vocal Pedagogy. Skills and Knowledge: Experience in classroom teaching is a plus; experience teaching voice is a plus. Students in this position must have good interpersonal skills, work well with a range of levels of interest and skill, be able to strengthen the confidence of students in the class. Skills Learned: Through this work students will gain the skills required to work with a supervising teacher; to be responsive to the needs of individual students as well as to a group. They will learn strategies for dealing with a range of learning styles and levels of interest. They will learn organizational skills in terms of structuring class meetings as well as in presenting content over time. Hourly Rate: $20 Hiring Manager: Kayla Gautereaux

The Office of Family Engagement seeks to serve the family members of students who attend Framingham State. We believe that those who provide support to students are instrumental in helping them establish independence and learn to self-advocate. We are also committed to working with the families of high school students during the college search and decision process. We strive to provide information, resources, and guidance through regular communications, events, and webinars. The Family Engagement Graduate Assistant will work closely with the Executive Director of Family Engagement to support the office philosophy and mission through communication and interactions with family members of Framingham State prospective and current students. SUPERVISION RECEIVED: Executive Director, Family Engagement SUPERVISION EXERCISED: NA EXAMPLES OF SPECIFIC DUTIES AND RESPONSIBILITIES: * Assist with the creation and distribution of communications to family members in the form of emails, flyers, and posts within the CampusESP Family Experience Portal. * Coordinate the data collection and analysis of information collected about family members of Framingham State students. * Assist with the planning and implementation of events including virtual meetings, Homecoming and Family Weekend events and Family and Friends Celebration. * Support the Executive Director in developing and implementing a dual enrollment program that allows high school students to take college-level courses at Framingham State and earn credit while still in high school. * Develop, promote, and distribute Messages of Support during the spring semester. This will allow family members to offer messages for their students then transferred to postcards printed and sent to them during the fall semester. * Assist Executive Director in engaging with family members of high school students as they navigate the college search and application process. * Engage with family members at Open Houses and Rams Rising Admissions events. * Assist with the development of a summer communication plan for family members of incoming first-year and transfer students. * Assist in the development of a social media presence. WORKING CONDITIONS: * The Family Engagement Graduate Assistant is expected to work 10 hours per week during the semester, with times to be negotiated at time of hire. Flexibility will be offered for some of the 10 hours to be served remotely. Some night and weekend work will be necessary to assist with events. Times that are worked out of normally established hours will be offset to keep with the 10 hours per week requirement. * Dedicated office space for Graduate Assistant. Requirements: MINIMUM QUALIFICATIONS: Currently enrolled in a graduate program. PREFERRED QUALIFICATIONS: Candidates who are bilingual in English and Spanish or English and Portuguese are strongly encouraged to apply. Additional Information: This is a part-time, non-benefited contract position, not to exceed 18 hours per week. The scheduled hours are Monday-Friday, 9:00 am-5:00 pm. Specific hours can be determined at time of hire. The pay rate is $15.00 per hour. Framingham State University conducts criminal history and sexual offender record checks on recommended finalists prior to final employment for all positions. Framingham State University is an equal opportunity employer. The University considers all qualified candidates without regard to race, color, sex, age, national origin, disability status, Veteran status, gender identity, gender expression, sexual orientation, genetic information, or any other characteristics protected by law. Members of underrepresented or minoritized groups, women, veterans, persons with disabilities, and all persons committed to equity, diversity, and inclusive excellence are strongly encouraged to apply. Application Instructions: Candidates must apply online by submitting: * Cover Letter, * Resume/CV, * Equity and Inclusion Statement * Names and contact information for three (3) professional references (references are not contacted automatically upon submission of application). Regardless of personal demographic characteristics, FSU has a commitment to hiring candidates who share our commitment to equity and inclusion. The equity and inclusion statement is an opportunity for candidates to discuss past efforts, future plans, research, scholarship, professional skills, experience, and/or willingness to engage in activities that would enhance the University's efforts to promote an equitable and inclusive learning and working community. Equity and inclusion statements will be considered as part of a transparent and comprehensive review of candidates' application materials. For best consideration, please submit application materials by November 10, 2025. The review of applications may continue beyond that date and until the position is filled, at the discretion of the search committee. Framingham State University only accepts application materials through our online application system. We are unable to accept application materials through mail, email, fax, or hand delivery. If you experience technical issues with the online application process, please submit a helpdesk ticket. Framingham State University understands that persons with specific disabilities may need assistance with the job application process and/or with the interview process. For confidential assistance, please contact the Human Resources Office at ************ or *****************************.

THE OPPORTUNITY The Graduate Assistant will support the Undergraduate Center for Career Development (UG CCD) advising team. Specifically responsible for conducting one-on-one career advising meetings, designing and executing career workshops and panels that engage undergraduate students and supporting the mission, values, and goals of the Undergraduate Center for Career Development. The Hoffman Family Undergraduate Center for Career Development's vision is for students to launch fulfilling careers that speak to the intersectionality of their identities and their business education to foster sustainable economic and social value within a global community.WHAT YOU WILL DO Conduct one-on-one career advising meetings via in-person and virtual appointments. Support career drop-in advising by conducting resume, cover letter, and LinkedIn profile reviews in the office, as well as career advising pop-ups across campus. Delegate complex career advising cases to appropriate staff members in a timely fashion. Design, execute, and evaluate inclusive career education workshops and panels as assigned. Provide occasional support as needed at large-scale programs and events such as orientation, Launch Babson, family weekend, career fairs, recruiting and networking events. Complete special projects as assigned which may include research, benchmarking, brainstorming, and assessing career resources, programs, tools, and strategies. Maintain lists of Inclusive Excellence resources to guide students to proper staff, faculty, and external resources. Assume additional responsibilities as required. WHAT EDUCATION AND SKILLS YOU WILL NEED Enrolled in a graduate program focused on inclusion and belonging, higher education administration, educational leadership, student development and counseling, or related program. Must have strong computer skills including proficiency in Microsoft Office (Word, Excel, PowerPoint, Outlook/Calendar). Strong communication and teamwork skills. Strong organization and project management skills. Strong customer service skills. Maintain high standards of ethical conduct when working with students, staff, faculty, and confidential information. Respect for diversity of all internal and external partners. Ability to embrace ideas and changes created by all community members. Ability to work independently to solve problems; look for opportunities to take on responsibility; take thoughtful risks; and effectively act on new and ongoing initiatives, objectives, and solutions to gain sought-after results. Ability to anticipate and effectively handle change; demonstrate willingness to try new skills and challenging tasks; and is flexible in changing conditions. HOW AND WHERE YOU WILL WORK This is a part-time, temporary position working approximately 20 hours per week from January 2026 through May 2026. Some evening work may be required. This position will be required to work on Babson's campus. Ability to lift and carry up to 10 pounds, with or without accommodation. PREFERRED SKILLS YOU MAY HAVE Experience editing resumes, cover letters, essays, and/or other professional documents a plus. Mentorship and/or coaching experience a plus. Passion for building and enacting inclusive practices preferred. Familiarity with Handshake, VMock, Big Interview, Canvas and other career resources and platforms preferred. Solid grasp of vocational and/or student development theories and approaches a plus. This is a non-exempt position with the following pay range: $27.87 - $30.97 depending on the candidate's experience. This position includes paid sick leave where required by law. Eligibility, accrual, and usage will follow applicable state and local regulations. All questions or concerns about this posting should be directed to the Office of Human Resources at *************.

Our Mission Together with our families and communities, we create joyful and identity-affirming schools where students achieve excellent and equitable academic outcomes. We believe doing this ensures that our students are prepared to pursue any path they choose - college, career, and beyond - so they can lead fulfilling lives and build a more just world. Our program is based on: * A focus on high-quality instruction supported by rigorous professional development to ensure that our students develop the academic skills necessary to pursue the life they choose. * A high regard for character development to ensure that our students and staff celebrate and develop their character and identity strengths. * An emphasis on family engagement, because we believe that our students are most likely to be able to maximize their potential when we work in partnership with our students and their families. * A focus on college readiness for all students so that all students can make choices about their post-secondary education and future. What We Do We seek to provide a world-class education for students from educationally underserved communities in Lynn and Boston. Our student demographics mirror those of neighborhood schools in terms of race, socioeconomic status, Multilingual Learners (MLL), and students who receive special education services. Our promise to families is that their children will enter college and the professional world able to thrive academically due to their literacy, numeracy, and core knowledge in science and social studies. We also promise that our students will develop the zest for learning and grit necessary to persevere as they climb the mountain to and through college and career. Our graduates will be prepared to return to their community as teachers, leaders, and architects of continued growth in Lynn and Boston. Who We Are KIPP Massachusetts began enrolling students in 2004. We currently hold two charters, operating two "districts." Our first district, KIPP Academy Lynn Charter School, is based in Lynn, MA. Our second district, KIPP Academy Boston Charter School, is based in Mattapan, MA. Each district is housed on one or more "campuses," which we use to refer to different grade spans, for example, elementary grades, middle school grades, or high school grades. In Lynn, KIPP Academy Lynn Elementary (serving grades K-4), KIPP Academy Lynn Middle (serving grades 5-8), and KIPP Academy Lynn Collegiate (serving grades 9-12), are all under our Lynn charter. Admission to any grade in the Lynn district is admission to all remaining grades in the Lynn district K-12. 74% of our students in Lynn are Hispanic, 15% are Black, 3% are multiracial, 5% White, and 4% Asian. In Boston, KIPP Academy Boston (serving grades K-8) is under our Boston charter. Admission to any grade in the Boston district is admission to all remaining grades in the Boston district K-8. 36% of our students in Boston are Hispanic, 59% are Black, 3% are multiracial, 1% are White, and 1% are American Indian or Alaskan Native. Across both districts, we serve over 2,200 students. KIPP MA has a Regional Office, with teams such as Teaching and Learning, Talent and Operations, which supports both districts. KIPP Foundation KIPP Massachusetts partners with the KIPP Foundation, which is a non-profit national network of college-preparatory public charter schools serving elementary, middle and high school students. The KIPP Network has a 30+ year track record of preparing our students in educationally underserved communities for success in college and life. The KIPP Public Schools Network is made up of 278 K-12 schools, 28 regional support organizations, and the nonprofit KIPP Foundation. We are a national network with nearly 16,500 educators and 190,000 students and alumni. Together, we continually raise the bar for teaching and learning, then ensure success in one classroom travels across our network to hundreds more. We believe that excellent academic, safe and structured schools, empowered teachers, an emphasis on character development and support through college and career are the foundation for student success, and we strive to provide this for every student. All KIPP schools, whether they are in Massachusetts or in other states, are part of the free public school system in their respective states and enrollment is open to all students. KIPP public charter schools are given more academic and budgetary flexibility than traditional public schools, and in exchange commit to deliver high-quality academic results for students. Job Description Teaching Fellows KIPP MA Teaching Fellows are co-teachers who are committed to becoming proficient in the craft of teaching through professional development, coaching, and hands-on practice. Candidates for our KIPP MA Teaching Fellows program typically enter the profession with fewer years of teaching experience than Lead Teachers, and so Teaching Fellows spend each day teaching and learning alongside an experienced Lead Teacher with the goal of becoming a KIPP MA Lead Teacher after a year of intensive development. We are excited to welcome Elementary Fellows into our kindergarten through fourth-grade classrooms. Teaching Fellows are an integral part of the classroom from the first days of school. They must form strong and trusting relationships with students and families as they begin their journey with KIPP. Throughout the year, Teaching Fellows co-teach small group and whole group lessons and gradually take on additional solo lead teaching responsibilities. They must exercise discretion and independent judgment when solo teaching and co-teaching and are held accountable alongside Lead Teachers for student growth and classroom culture. Teaching Fellows will work with a grade-level team to achieve their school's ambitious goals for student character and academic achievement. Teaching Fellows are responsible for all teacher duties outlined below and are given a high level of support to follow through on the responsibilities. Teaching Fellows will grow and develop through personalized instructional coaching; Fellow-specific professional development; and school-based professional development focused on academics, character, and classroom culture. KIPP MA wants Teaching Fellows who are eager to work relentlessly for the most difficult and joyful profession imaginable. KIPP MA Teaching Fellows are also eligible for a partial tuition scholarship to the BU Graduate School of Education if they are interested in pursuing a Master's degree and MA Teacher's License. This role requires consistent and reliable demonstration of the following essential job functions and key responsibilities: KEY RESPONSIBILITIES Classroom Responsibilities * Ensure that all children feel affirmed, valued, and challenged every day * Foster a positive and safe learning environment * Create and internalize rigorous and engaging unit and daily lesson plans, leveraging provided curricula/resources and intellectual preparation tools, in preparation for both co-teaching and solo teaching * Set specific, ambitious growth goals for all students and identify and leverage all necessary resources to ensure they meet them * Use best practices, including differentiation, to execute engaging instruction at a level rigorous for all students, during both co-teaching and solo teaching * Infuse core values into daily lessons and every school practice, implementing school-wide student culture systems and positive classroom management strategies. During co-teaching, this looks like circling the room to actively monitor student work and behavior, and intervening with and/or redirecting students during instruction when applicable. * Regularly analyze student work and academic data to modify lessons, refine curricula, and inform instructional practice, both independently and in consultation with the Lead Teacher * Maintain accurate student grades/records and strong lines of communication with students and families regularly regarding students' growth and progress School and Professional Responsibilities * Participate in school-wide and individual professional development, including pre-service training over the summer and weekly during the academic year * Take ownership for the development of your craft and seek feedback from your coach (meet 1x/1-2 weeks with coach, implement feedback, engage in co-planning and active practices, participate in live coaching, etc.) * Perform necessary support duties including (but not limited to) coverage, bus, lunch, transition, and dismissal duties * Develop strong relationships with families through participating in school events and consistent phone calls home * Be willing to offer support and receive constructive feedback from colleagues in order to create a professional working atmosphere that is conducive to accountability, change, and improvement * Collaborate with grade level and content teams to tackle common challenges and implement grade-wide systems, sharing responsibility for all students * Dependable attendance according to our school calendar General Requirements and Responsibilities * Embody KIPP MA's Code of Conduct by acting with integrity, leading with humanity, centering self-awareness and critical consciousness, taking personal responsibility, and engaging productively * Work toward MTEL requirements and SEI endorsements with study support from KIPP MA within the first year of employment * Participate and engage in regional professional development and community events as required * Demonstrated ability to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, and make reasonable judgments and decisions in a timely manner in accordance with the needs of the school * Self-awareness, flexibility and emotional intelligence to navigate a setting with students who express diverse needs * The consistent use of interpersonal and self-management skills to effectively support behavioral and emotional needs of students to ensure a safe and inclusive environment, as well as build relationships and manage conflict with students, staff, and caregivers * Effective communication skills to perform assigned duties and to meaningfully exchange information with students, staff, families and others in person, through written communication, in front of groups, and on virtual platforms * Physical mobility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead * Physical strength sufficient to periodically lift and/or carry 20 pounds of materials or supplies and to physically restrain a student to keep from harming themself and/or others in an emergency situation * Manual dexterity sufficient to perform repetitive hand/wrist/arm motions and to operate a computer and office equipment KIPP MA teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role. Our leaders maintain consistent school-wide systems and procedures - academic, behavioral, cultural, logistical - designed to permit teachers to do their best work. In addition to the responsibilities listed above, there will occasionally be other duties as assigned that teachers will engage in to help promote a positive and calm learning environment and culture. QUALIFICATIONS * Deep alignment with KIPP MA's mission and values, including the unwavering belief in the high potential of all students * Passion for subject/content area and demonstrated commitment to professional learning * Desire to become proficient in the craft of teaching through practice, coaching, and professional development * Prior experience working with children encouraged, but not required * Strong organizational skills, attention to detail, and oral and written communication skills * Computer literacy and baseline familiarity with Google Suite * Bachelor's Degree required * Pass Criminal Background Check Qualifications Additional Information What We Offer The minimum salary for this exempt position is $45,000. The role includes a $1,000 signing bonus-and an annual $2,000 retention bonus in subsequent years, as well as other bonuses, when eligible. This role follows the School Year calendar. For more about what we offer, how to apply and more about KIPP MA, please visit this link HERE. KIPP MA is an Equal Opportunity Employer. We believe in building a vibrant and welcoming school community that advances our mission of ensuring that all KIPP students graduate with the skills and confidence to lead fulfilling lives. This includes a commitment to attracting and developing individuals who understand the experiences of the students and communities we serve. We hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability.

REQUIRED: PhD in engineering, computing, math, science, humanities, or social sciences with a minimum of eight years' relevant experience; proven ability to thrive in fast-changing environments and manage multiple priorities while delivering high-quality results; solid organizational and management skills with a proven ability to work both independently and collaboratively; detail-oriented, deadline-driven with excellent communication skills; ability to build and maintain effective working relationships across teams. This is a one-year term appointment, with a potential for extension based on performance and funding. 9/26/2025 PRESIDENTIAL TEACHING FELLOW, NEW EDUCATION INITIATIVE (NEI), MIT Open Learning (multiple openings across disciplines), to help design and deliver innovative, stackable courses leading to bachelor's degrees in engineering with computing/AI; develop digital content, flipped classroom materials, assessments, and co-op experiences; contribute to MIT's Faculty Academy to train educators in this new model; collaborate closely with MIT faculty, staff, and researchers; and reimagine education for the AI era and prepare the next-generation workforce. Find a full job description here: ********************************* Submit a cover letter detailing qualifications, a teaching statement outlining instructional philosophy, and a CV including education, publications, talks, and relevant experience.

Our Mission Together with our families and communities, we create joyful and identity-affirming schools where students achieve excellent and equitable academic outcomes. We believe doing this ensures that our students are prepared to pursue any path they choose - college, career, and beyond - so they can lead fulfilling lives and build a more just world. Our program is based on: A focus on high-quality instruction supported by rigorous professional development to ensure that our students develop the academic skills necessary to pursue the life they choose. A high regard for character development to ensure that our students and staff celebrate and develop their character and identity strengths. An emphasis on family engagement, because we believe that our students are most likely to be able to maximize their potential when we work in partnership with our students and their families. A focus on college readiness for all students so that all students can make choices about their post-secondary education and future. What We Do We seek to provide a world-class education for students from educationally underserved communities in Lynn and Boston. Our student demographics mirror those of neighborhood schools in terms of race, socioeconomic status, Multilingual Learners (MLL), and students who receive special education services. Our promise to families is that their children will enter college and the professional world able to thrive academically due to their literacy, numeracy, and core knowledge in science and social studies. We also promise that our students will develop the zest for learning and grit necessary to persevere as they climb the mountain to and through college and career. Our graduates will be prepared to return to their community as teachers, leaders, and architects of continued growth in Lynn and Boston. Who We Are KIPP Massachusetts began enrolling students in 2004. We currently hold two charters, operating two “districts.” Our first district, KIPP Academy Lynn Charter School, is based in Lynn, MA. Our second district, KIPP Academy Boston Charter School, is based in Mattapan, MA. Each district is housed on one or more “campuses,” which we use to refer to different grade spans, for example, elementary grades, middle school grades, or high school grades. In Lynn, KIPP Academy Lynn Elementary (serving grades K-4), KIPP Academy Lynn Middle (serving grades 5-8), and KIPP Academy Lynn Collegiate (serving grades 9-12), are all under our Lynn charter. Admission to any grade in the Lynn district is admission to all remaining grades in the Lynn district K-12. 74% of our students in Lynn are Hispanic, 15% are Black, 3% are multiracial, 5% White, and 4% Asian. In Boston, KIPP Academy Boston (serving grades K-8) is under our Boston charter. Admission to any grade in the Boston district is admission to all remaining grades in the Boston district K-8. 36% of our students in Boston are Hispanic, 59% are Black, 3% are multiracial, 1% are White, and 1% are American Indian or Alaskan Native. Across both districts, we serve over 2,200 students. KIPP MA has a Regional Office, with teams such as Teaching and Learning, Talent and Operations, which supports both districts. KIPP Foundation KIPP Massachusetts partners with the KIPP Foundation, which is a non-profit national network of college-preparatory public charter schools serving elementary, middle and high school students. The KIPP Network has a 30+ year track record of preparing our students in educationally underserved communities for success in college and life. The KIPP Public Schools Network is made up of 278 K-12 schools, 28 regional support organizations, and the nonprofit KIPP Foundation. We are a national network with nearly 16,500 educators and 190,000 students and alumni. Together, we continually raise the bar for teaching and learning, then ensure success in one classroom travels across our network to hundreds more. We believe that excellent academic, safe and structured schools, empowered teachers, an emphasis on character development and support through college and career are the foundation for student success, and we strive to provide this for every student. All KIPP schools, whether they are in Massachusetts or in other states, are part of the free public school system in their respective states and enrollment is open to all students. KIPP public charter schools are given more academic and budgetary flexibility than traditional public schools, and in exchange commit to deliver high-quality academic results for students. Job Description Teaching Fellows KIPP MA Teaching Fellows are co-teachers who are committed to becoming proficient in the craft of teaching through professional development, coaching, and hands-on practice. Candidates for our KIPP MA Teaching Fellows program typically enter the profession with fewer years of teaching experience than Lead Teachers, and so Teaching Fellows spend each day teaching and learning alongside an experienced Lead Teacher with the goal of becoming a KIPP MA Lead Teacher after a year of intensive development. We are excited to welcome Elementary Fellows into our kindergarten through fourth-grade classrooms. Teaching Fellows are an integral part of the classroom from the first days of school. They must form strong and trusting relationships with students and families as they begin their journey with KIPP. Throughout the year, Teaching Fellows co-teach small group and whole group lessons and gradually take on additional solo lead teaching responsibilities. They must exercise discretion and independent judgment when solo teaching and co-teaching and are held accountable alongside Lead Teachers for student growth and classroom culture. Teaching Fellows will work with a grade-level team to achieve their school's ambitious goals for student character and academic achievement. Teaching Fellows are responsible for all teacher duties outlined below and are given a high level of support to follow through on the responsibilities. Teaching Fellows will grow and develop through personalized instructional coaching; Fellow-specific professional development; and school-based professional development focused on academics, character, and classroom culture. KIPP MA wants Teaching Fellows who are eager to work relentlessly for the most difficult and joyful profession imaginable. KIPP MA Teaching Fellows are also eligible for a partial tuition scholarship to the BU Graduate School of Education if they are interested in pursuing a Master's degree and MA Teacher's License. This role requires consistent and reliable demonstration of the following essential job functions and key responsibilities: KEY RESPONSIBILITIES Classroom Responsibilities Ensure that all children feel affirmed, valued, and challenged every day Foster a positive and safe learning environment Create and internalize rigorous and engaging unit and daily lesson plans, leveraging provided curricula/resources and intellectual preparation tools, in preparation for both co-teaching and solo teaching Set specific, ambitious growth goals for all students and identify and leverage all necessary resources to ensure they meet them Use best practices, including differentiation, to execute engaging instruction at a level rigorous for all students, during both co-teaching and solo teaching Infuse core values into daily lessons and every school practice, implementing school-wide student culture systems and positive classroom management strategies. During co-teaching, this looks like circling the room to actively monitor student work and behavior, and intervening with and/or redirecting students during instruction when applicable. Regularly analyze student work and academic data to modify lessons, refine curricula, and inform instructional practice, both independently and in consultation with the Lead Teacher Maintain accurate student grades/records and strong lines of communication with students and families regularly regarding students' growth and progress School and Professional Responsibilities Participate in school-wide and individual professional development, including pre-service training over the summer and weekly during the academic year Take ownership for the development of your craft and seek feedback from your coach (meet 1x/1-2 weeks with coach, implement feedback, engage in co-planning and active practices, participate in live coaching, etc.) Perform necessary support duties including (but not limited to) coverage, bus, lunch, transition, and dismissal duties Develop strong relationships with families through participating in school events and consistent phone calls home Be willing to offer support and receive constructive feedback from colleagues in order to create a professional working atmosphere that is conducive to accountability, change, and improvement Collaborate with grade level and content teams to tackle common challenges and implement grade-wide systems, sharing responsibility for all students Dependable attendance according to our school calendar General Requirements and Responsibilities Embody KIPP MA's Code of Conduct by acting with integrity, leading with humanity, centering self-awareness and critical consciousness, taking personal responsibility, and engaging productively Work toward MTEL requirements and SEI endorsements with study support from KIPP MA within the first year of employment Participate and engage in regional professional development and community events as required Demonstrated ability to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, and make reasonable judgments and decisions in a timely manner in accordance with the needs of the school Self-awareness, flexibility and emotional intelligence to navigate a setting with students who express diverse needs The consistent use of interpersonal and self-management skills to effectively support behavioral and emotional needs of students to ensure a safe and inclusive environment, as well as build relationships and manage conflict with students, staff, and caregivers Effective communication skills to perform assigned duties and to meaningfully exchange information with students, staff, families and others in person, through written communication, in front of groups, and on virtual platforms Physical mobility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead Physical strength sufficient to periodically lift and/or carry 20 pounds of materials or supplies and to physically restrain a student to keep from harming themself and/or others in an emergency situation Manual dexterity sufficient to perform repetitive hand/wrist/arm motions and to operate a computer and office equipment KIPP MA teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role. Our leaders maintain consistent school-wide systems and procedures - academic, behavioral, cultural, logistical - designed to permit teachers to do their best work. In addition to the responsibilities listed above, there will occasionally be other duties as assigned that teachers will engage in to help promote a positive and calm learning environment and culture. QUALIFICATIONS Deep alignment with KIPP MA's mission and values, including the unwavering belief in the high potential of all students Passion for subject/content area and demonstrated commitment to professional learning Desire to become proficient in the craft of teaching through practice, coaching, and professional development Prior experience working with children encouraged, but not required Strong organizational skills, attention to detail, and oral and written communication skills Computer literacy and baseline familiarity with Google Suite Bachelor's Degree required Pass Criminal Background Check Additional Information What We Offer The minimum salary for this exempt position is $45,000. The role includes a $1,000 signing bonus-and an annual $2,000 retention bonus in subsequent years, as well as other bonuses, when eligible. This role follows the School Year calendar. For more about what we offer, how to apply and more about KIPP MA, please visit this link HERE. KIPP MA is an Equal Opportunity Employer. We believe in building a vibrant and welcoming school community that advances our mission of ensuring that all KIPP students graduate with the skills and confidence to lead fulfilling lives. This includes a commitment to attracting and developing individuals who understand the experiences of the students and communities we serve. We hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability.

About the Opportunity Northeastern University School of Law is hiring for our Social Justice Teaching Fellow position. The Teaching Fellow will be hired for an initial one-year term to teach one section (14-16 students) of Legal Skills in Social Context (LSSC). LSSC is the cornerstone of the first-year curriculum at Northeastern and reflects the school's commitment to both experiential education and social justice. The 8-credit course is designed to enhance law students' skills development with a social justice lawyering experience. The course is comprised of two parts: a traditional legal research and writing component and a faculty-supervised social justice research project in partnership with a community organization. The curriculum for the course challenges students to grapple with the social construct of law, its impact on historically excluded populations, and the proper role of lawyers in the pursuit of justice and equity. Students learn and develop a wide array of essential lawyering skills and have an opportunity to put their skills to immediate use in support of underserved communities. More information on the program can be found here. The School of Law is a national leader in experiential legal education, with a deep commitment to law in service of the public interest and to engaged scholarship and interdisciplinary collaboration. In making faculty appointments, the School of Law seeks to enhance its innovative curriculum, which combines experiential learning with rigorous analytical training and interdisciplinarity. The search committee is especially interested in qualified candidates who can contribute to the excellence of the academic community through their research, teaching, and/or service. We also encourage applicants to share how their background and experience will contribute to the Northeastern community. Applications will be reviewed upon receipt, and the search will continue until the position is filled. More information regarding this position can be obtained by contacting the faculty chair of the LSSC SJ Fellow Appointments Committee, Margaret Hahn-DuPont, at ***************************** Responsibilities: The new hire will be responsible for teaching one section of the LSSC course (14-16 students), which may include teaching in our evening FlexJD program, a remote, partially asynchronous program. In addition to teaching one section of LSSC, the Fellow may work with the Program Director to develop teaching materials for the LSSC program. While scholarship is not a requirement of the position, the Fellow may choose to explore scholarship opportunities. Mentoring for teaching and scholarship will be provided. Although this is a one-year appointment, there is the possibility of extending the position for a second year, contingent upon satisfactory performance and program needs. If reappointed for a second-year term, the Fellow will be responsible for teaching two sections of the LSSC course (a total of 28-32 students). Qualifications: Applicants must hold a JD from an accredited institution by the appointment start date (e.g. JD, LLB or foreign equivalent). Candidates must also have a minimum of two years of legal experience in the U.S., along with excellent written and oral communications skills and a demonstrated commitment to social justice. Documents to Submit: Applicants should submit a formal letter of interest, along with curriculum vitae and the names and addresses of three references. Position Type Academic Additional Information Northeastern University considers factors such as candidate work experience, education and skills when extending an offer. Northeastern has a comprehensive benefits package for benefit eligible employees. This includes medical, vision, dental, paid time off, tuition assistance, wellness & life, retirement- as well as commuting & transportation. Visit ************************************* for more information. All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, religion, color, national origin, age, sex, sexual orientation, disability status, or any other characteristic protected by applicable law. Pay Range: Social Justice Teaching Fellow: $60,000 - $74,600 With the pay range(s) shown above, the starting salary will depend on several factors, which may include your education, experience, location, knowledge and expertise, and skills as well as a pay comparison to similarly-situated employees already in the role. Salary ranges are reviewed regularly and are subject to change.

About the Role The Fellowship Experience: The Excel Academy Teaching Fellowship is a year-long intensive teacher development program. The first half of the school-year, Fellows focus on developing their Classroom Culture Management practice, the second of the school-year, Fellows focus on developing their Instructional Practice.Mentorship & Professional Development: As an Excel Academy Teaching Fellow, you will be coached and mentored by an experienced teacher who will support your professional growth over the course of the year. With your mentor, you will develop the skills and mindset to design rigorous and inclusive instruction and become a successful lead classroom teacher. Excel Teaching Fellows also participate in bi-weekly professional development sessions that include topics such as classroom culture and management, rigorous classroom instruction, and equity and inclusion. Opportunity for Growth: By the end of your Teaching Fellow year, you will have the option to apply for a lead teaching position at Excel Academy for the following school year, and as a current Excel academy employee, you will be guaranteed an interview. High-performing fellows may be asked to take on parental leave coverage assignment or can apply to take on a mid-year lead openings. For the duration of that coverage, compensation will be increased to a full teacher salary.Your ImpactTeaching Opportunities Co-teach and lead teach a core subject or elective class throughout the school year Co-plan high quality lessons with Mentor Teacher Create and implement high quality lessons Design and revise unit plans and lesson plans consistent with long-term curriculum with Mentor Teacher Attend and participate in Department or Grade Level Content Meetings Substitute teach classes in grades 5th to 12th, across subject areas, as assigned in the daily morning email As needed, middle school fellows plan and lead academic intervention periods Serve as a homeroom teacher or advisor Within a team of three teachers, plan and lead activities for a homeroom group of 29 students Participate in regular Grade Level Team meetings Contribute to Grade Level Team activities, assemblies, special events, etc. Middle School Fellows will lead a group of students in a 90-minute enrichment class session on Fridays each season Meet weekly with a Mentor teacher to receive feedback on growth and development of teaching skills Operational Opportunities Provide 10 - 15 hours per week of operational support, as requested by the Operations Team Provide coverage for non-instructional time (Lunch, Study hall, Recess, Enrichment, etc.) as requested in the regular administer communications and as on the quarterly/trimester schedule Other operational support as requested Support with planning and execution of field trips, such as community service, as needed Professional Development Attend required bi-weekly Fellow PD from 4:30-6:00 PM September - November: Classroom culture PD November - June: differentiated PD based on performance Work with Mentor Teachers to develop professional development goals Participate in school-based and network-wide professional development training Attend weekly collaboration meetings with core content Grade Level Content (GLC) & Department teams Attend and participate in Grade Level Team (GLT) team meetings and huddles Qualifications A Bachelor's degree You value ownership of your growth in and out of the classroom You value initiative and are eager for feedback and have the ability to effectively implement feedback You value students first and the belief that all students are capable of success Preference will be given to applicants who share points of intersection with our students, such as speaking Spanish, Portuguese, Arabic, or a language commonly spoken by our students and families at an advanced level, being first generation college graduates, or having grown up low-income. Mission Alignment You share a commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel's values and educational model; You are committed to addressing racial and economic inequity in education; You work effectively in a team environment and have a willingness and desire to support others in doing their best work; and You are open to change, are willing to problem-solve, and seek feedback for your own professional growth and improvement. Excel Academy Charter Schools do not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, gender identity, disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language or prior academic achievement. Applications will be reviewed as they are received and candidates are encouraged to apply as soon as possible.

The Graduate Assistant (GA) will work 20 hours per week and receive up to 12 credits of tuition and student fee waivers: 9 for spring and 3 for summer. This position provides growth opportunity for a graduate student. The GA will have experience with social media, communication skills both via email, TeamWorks communication software, and collaboration with other departments with workshops and programming. They will work one on one with student-athletes who need academic support and will be invited to attend department meetings. They will learn how to be a professional in a very busy, student-facing environment. Duties/Responsibilities * Provide one-to-one academic support for at-risk student-athletes * Communicate with head coaches regarding academics, workshop development and leadership programming for student-athletes * Assist in the coordination and implementation of the Student-Athlete Freshman Workshop and Bear Up! Sophomore leadership programs. * In collaboration with the Office of Career Services, coordinate and implement the Career Bear Workshop series for Junior and Senior Student-athletes * Coordinate the Student-Athlete Peer Mentor program. * Assist in NCAA Compliance efforts as needed * Communicate and cooperate effectively with Athletic Department staff, University employees and students to accomplish the mission of the Department and University. * Assist the Office of Equal Opportunity /Title IX Coordinator office as a responsible employee with regard to incidents of sexual or gender-based harm or discrimination.

The Division of Diversity, Equity, and Inclusion seeks a Graduate Assistant to plan and deliver student programming and provide academic success coaching. Dates of Employment: January 2025 - May 2025, 15 hours per week. A small stipend will be paid at the rate of $15.00/hr. to this Graduate Assistant during the course of the employment. Option to continue through summer to support our summer bridge program, RAMP. Essential Duties and Responsibilities: Student Programming (60%) Plan and deliver student programming for Division that supports students' academic, socioemotional, and financial well-being and success Work with internal and external partners to coordinate events Deliver DEI related programs and presentations Visit high schools to recruit for our summer bridge program, RAMP, and provide college access coaching. College Success Coaching (10%) College Success Coaching (30%) Assist with early alert cases Assist with creation of monthly student e-newsletter Provide programming and one-on-one support related to study skills, academic success, time management, and executive functioning skills Other (10%) Participate in weekly staff meetings Assist in creation of weekly newsletter Minimum Requirements: Enrolled in a master's degree program in counseling, higher education, or related program Interest in pursuing higher education career in multicultural affairs, student life, advising, or student engagement Demonstrated commitment to inclusive excellence, experience supporting BIPOC students, first generation college students, and/or students from income restricted backgrounds Ability to work in a busy student centered, team-oriented environment Effective and strong interpersonal, organizational, writing, and computer skills Must be flexible, skilled in managing multiple tasks, and capable of working with minimal supervision. Ability to work occasionally in the evenings as needed Knowledge of Windows and Office, Canva, Social Media Inclusive Excellence at Wentworth Wentworth Institute of Technology is committed to diversity, equity, and inclusion in all University programs and activities. The University does not discriminate based on race, color, national origin, sex, sexual orientation, religion, disability, age, genetic information, gender identity, veteran status or any other category protected by law. All qualified applicants will receive consideration. To find out more about the Wentworth's commitment to Diversity, Equity and Inclusion, please visit the website ******************************** All applicants have the right to accessibility support and accommodations. To request accessibility support or accommodations, contact the Executive Director of Equity and Compliance, Catlin Wells, at ***************. E-Verify for Employment Eligibility Verification (Form I-9) Wentworth participates in E-Verify. E-Verify is an internet-based system that compares information from your Form I-9 to records available to the U.S. Department of Homeland Security (DHS) and Social Security Administration (SSA) to confirm that you are authorized to work in the United States.

Our Mission Together with our families and communities, we create joyful and identity-affirming schools where students achieve excellent and equitable academic outcomes. We believe doing this ensures that our students are prepared to pursue any path they choose - college, career, and beyond - so they can lead fulfilling lives and build a more just world. Our program is based on: A focus on high-quality instruction supported by rigorous professional development to ensure that our students develop the academic skills necessary to pursue the life they choose. A high regard for character development to ensure that our students and staff celebrate and develop their character and identity strengths. An emphasis on family engagement, because we believe that our students are most likely to be able to maximize their potential when we work in partnership with our students and their families. A focus on college readiness for all students so that all students can make choices about their post-secondary education and future. What We Do We seek to provide a world-class education for students from educationally underserved communities in Lynn and Boston. Our student demographics mirror those of neighborhood schools in terms of race, socioeconomic status, Multilingual Learners (MLL), and students who receive special education services. Our promise to families is that their children will enter college and the professional world able to thrive academically due to their literacy, numeracy, and core knowledge in science and social studies. We also promise that our students will develop the zest for learning and grit necessary to persevere as they climb the mountain to and through college and career. Our graduates will be prepared to return to their community as teachers, leaders, and architects of continued growth in Lynn and Boston. Who We Are KIPP Massachusetts began enrolling students in 2004. We currently hold two charters, operating two “districts.” Our first district, KIPP Academy Lynn Charter School, is based in Lynn, MA. Our second district, KIPP Academy Boston Charter School, is based in Mattapan, MA. Each district is housed on one or more “campuses,” which we use to refer to different grade spans, for example, elementary grades, middle school grades, or high school grades. In Lynn, KIPP Academy Lynn Elementary (serving grades K-4), KIPP Academy Lynn Middle (serving grades 5-8), and KIPP Academy Lynn Collegiate (serving grades 9-12), are all under our Lynn charter. Admission to any grade in the Lynn district is admission to all remaining grades in the Lynn district K-12. 74% of our students in Lynn are Hispanic, 15% are Black, 3% are multiracial, 5% White, and 4% Asian. In Boston, KIPP Academy Boston (serving grades K-8) is under our Boston charter. Admission to any grade in the Boston district is admission to all remaining grades in the Boston district K-8. 36% of our students in Boston are Hispanic, 59% are Black, 3% are multiracial, 1% are White, and 1% are American Indian or Alaskan Native. Across both districts, we serve over 2,200 students. KIPP MA has a Regional Office, with teams such as Teaching and Learning, Talent and Operations, which supports both districts. KIPP Foundation KIPP Massachusetts partners with the KIPP Foundation, which is a non-profit national network of college-preparatory public charter schools serving elementary, middle and high school students. The KIPP Network has a 30+ year track record of preparing our students in educationally underserved communities for success in college and life. The KIPP Public Schools Network is made up of 278 K-12 schools, 28 regional support organizations, and the nonprofit KIPP Foundation. We are a national network with nearly 16,500 educators and 190,000 students and alumni. Together, we continually raise the bar for teaching and learning, then ensure success in one classroom travels across our network to hundreds more. We believe that excellent academic, safe and structured schools, empowered teachers, an emphasis on character development and support through college and career are the foundation for student success, and we strive to provide this for every student. All KIPP schools, whether they are in Massachusetts or in other states, are part of the free public school system in their respective states and enrollment is open to all students. KIPP public charter schools are given more academic and budgetary flexibility than traditional public schools, and in exchange commit to deliver high-quality academic results for students. Job Description Teaching Fellows KIPP MA Teaching Fellows are co-teachers who are committed to becoming proficient in the craft of teaching through professional development, coaching, and hands-on practice. Candidates for our KIPP MA Teaching Fellows program typically enter the profession with fewer years of teaching experience than Lead Teachers, and so Teaching Fellows spend each day teaching and learning alongside an experienced Lead Teacher with the goal of becoming a KIPP MA Lead Teacher after a year of intensive development. We are excited to welcome Elementary Fellows into our kindergarten through fourth-grade classrooms. Teaching Fellows are an integral part of the classroom from the first days of school. They must form strong and trusting relationships with students and families as they begin their journey with KIPP. Throughout the year, Teaching Fellows co-teach small group and whole group lessons and gradually take on additional solo lead teaching responsibilities. They must exercise discretion and independent judgment when solo teaching and co-teaching and are held accountable alongside Lead Teachers for student growth and classroom culture. Teaching Fellows will work with a grade-level team to achieve their school's ambitious goals for student character and academic achievement. Teaching Fellows are responsible for all teacher duties outlined below and are given a high level of support to follow through on the responsibilities. Teaching Fellows will grow and develop through personalized instructional coaching; Fellow-specific professional development; and school-based professional development focused on academics, character, and classroom culture. KIPP MA wants Teaching Fellows who are eager to work relentlessly for the most difficult and joyful profession imaginable. KIPP MA Teaching Fellows are also eligible for a partial tuition scholarship to the BU Graduate School of Education if they are interested in pursuing a Master's degree and MA Teacher's License. This role requires consistent and reliable demonstration of the following essential job functions and key responsibilities: KEY RESPONSIBILITIES Classroom Responsibilities Ensure that all children feel affirmed, valued, and challenged every day Foster a positive and safe learning environment Create and internalize rigorous and engaging unit and daily lesson plans, leveraging provided curricula/resources and intellectual preparation tools, in preparation for both co-teaching and solo teaching Set specific, ambitious growth goals for all students and identify and leverage all necessary resources to ensure they meet them Use best practices, including differentiation, to execute engaging instruction at a level rigorous for all students, during both co-teaching and solo teaching Infuse core values into daily lessons and every school practice, implementing school-wide student culture systems and positive classroom management strategies. During co-teaching, this looks like circling the room to actively monitor student work and behavior, and intervening with and/or redirecting students during instruction when applicable. Regularly analyze student work and academic data to modify lessons, refine curricula, and inform instructional practice, both independently and in consultation with the Lead Teacher Maintain accurate student grades/records and strong lines of communication with students and families regularly regarding students' growth and progress School and Professional Responsibilities Participate in school-wide and individual professional development, including pre-service training over the summer and weekly during the academic year Take ownership for the development of your craft and seek feedback from your coach (meet 1x/1-2 weeks with coach, implement feedback, engage in co-planning and active practices, participate in live coaching, etc.) Perform necessary support duties including (but not limited to) coverage, bus, lunch, transition, and dismissal duties Develop strong relationships with families through participating in school events and consistent phone calls home Be willing to offer support and receive constructive feedback from colleagues in order to create a professional working atmosphere that is conducive to accountability, change, and improvement Collaborate with grade level and content teams to tackle common challenges and implement grade-wide systems, sharing responsibility for all students Dependable attendance according to our school calendar General Requirements and Responsibilities Embody KIPP MA's Code of Conduct by acting with integrity, leading with humanity, centering self-awareness and critical consciousness, taking personal responsibility, and engaging productively Work toward MTEL requirements and SEI endorsements with study support from KIPP MA within the first year of employment Participate and engage in regional professional development and community events as required Demonstrated ability to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, and make reasonable judgments and decisions in a timely manner in accordance with the needs of the school Self-awareness, flexibility and emotional intelligence to navigate a setting with students who express diverse needs The consistent use of interpersonal and self-management skills to effectively support behavioral and emotional needs of students to ensure a safe and inclusive environment, as well as build relationships and manage conflict with students, staff, and caregivers Effective communication skills to perform assigned duties and to meaningfully exchange information with students, staff, families and others in person, through written communication, in front of groups, and on virtual platforms Physical mobility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead Physical strength sufficient to periodically lift and/or carry 20 pounds of materials or supplies and to physically restrain a student to keep from harming themself and/or others in an emergency situation Manual dexterity sufficient to perform repetitive hand/wrist/arm motions and to operate a computer and office equipment KIPP MA teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role. Our leaders maintain consistent school-wide systems and procedures - academic, behavioral, cultural, logistical - designed to permit teachers to do their best work. In addition to the responsibilities listed above, there will occasionally be other duties as assigned that teachers will engage in to help promote a positive and calm learning environment and culture. QUALIFICATIONS Deep alignment with KIPP MA's mission and values, including the unwavering belief in the high potential of all students Passion for subject/content area and demonstrated commitment to professional learning Desire to become proficient in the craft of teaching through practice, coaching, and professional development Prior experience working with children encouraged, but not required Strong organizational skills, attention to detail, and oral and written communication skills Computer literacy and baseline familiarity with Google Suite Bachelor's Degree required Pass Criminal Background Check Additional Information What We Offer The minimum salary for this exempt position is $45,000. The role includes a $1,000 signing bonus-and an annual $2,000 retention bonus in subsequent years, as well as other bonuses, when eligible. This role follows the School Year calendar. For more about what we offer, how to apply and more about KIPP MA, please visit this link HERE. KIPP MA is an Equal Opportunity Employer. We believe in building a vibrant and welcoming school community that advances our mission of ensuring that all KIPP students graduate with the skills and confidence to lead fulfilling lives. This includes a commitment to attracting and developing individuals who understand the experiences of the students and communities we serve. We hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability.

BVP is an intentionally diverse network of tuition-free public charter schools. As a founding member of the National Coalition of Diverse Charter Schools, BVP offers a high-quality school choice to the families of Central Falls, Cumberland, Lincoln, and Pawtucket. The mission of Blackstone Valley Prep is to prepare every scholar to achieve their goals for college and the world beyond. BVP's scholars will graduate empowered as learners, individuals, and community members to access opportunities and break down barriers. Apart from academics, we believe that preparing scholars for the world beyond also means experiencing the diversity of the world we live in today. Our network is designed to be diverse, accepting students from the four communities that share a region but differ substantially in their socio-economic, racial, and ethnic demographics. We seek to create a staff with a similarly diverse set of backgrounds and experiences that reflect that of our students, families, and communities. Blackstone Valley Prep (BVP) Mayoral Academy is now hiring dedicated team members who are willing to do whatever it takes to put all scholars on a path to college. Successful candidates should understand and advocate for the importance of equity in classrooms, curriculums, and throughout school systems. Learn more about why BVP is different. Expectations of a BVP Team Member include (but are not limited to): Acts on the belief that 100% of scholars can be successful in college and the world beyond Embraces the diversity of the BVP community by fostering an environment of respect and inclusion while actively working to build an equitable school community Cultivates the social and personal skills that will serve scholars' in a complex world. Engages meaningfully in school and network professional growth opportunities and enhances professional growth by giving and seeking assistance from other team members Acts ethically and with integrity while following all school, network, and state policies Engages families as partners in scholar success while recognizing and respecting differences in family backgrounds, structures, and cultures Attends mandatory professional development and family meet and greets Opportunities and Benefits for a BVP Team Member include (but are not limited to): Competitive salary range commensurate with experience and comprehensive medical and dental plan* Internal hiring to capitalize on strengths and interests Collaborative, team-driven culture Instructional coaching Referral bonuses Ongoing opportunities for professional development and tuition reimbursement for all employees All staff members receive a minimum of 7 personal days per year 401(k) retirement plan that is 100% vested immediately with an employer match of 5% Generous parental leave benefits (paid time off, extended leave available, etc.) Flexible spending accounts for health and dependent care (matched) Longevity Bonuses Impact Factors (additional compensation for shared experiences and education/certification beyond what is required) School-aged children of BVP employees receive preference in enrollment (restrictions apply) Paid summer opportunities *BVP has a policy not to negotiate on salaries. Allowing for negotiations undermines the economic equity we strive for as an organization. We endeavor to pay people well and appreciate our employees. Our transparent salary scale is based on the experience, competencies, and responsibilities required to thrive in this role. In addition, Teaching Fellows are expected to: Rotate into various teaching and support positions within a designated school, though this role will be primarily focused on math instruction Execute academically rigorous lessons plans and administer directives with fidelity and efficiency Implement classroom management practices that are consistent with the culture of the school Give and receive constructive feedback from teachers and administration in order to create a professional working atmosphere that is conducive to change and improvement Qualifications: Degree in mathematics (or similar field) or 2 years of experience teaching math Bachelor's degree preferred but not required 2-year Associate's degree or 60 credits required Bilingual candidates preferred but not required A commitment to working with a diverse student and staff population To Apply: Please submit your resume, professional references' contact information, and a cover letter highlighting your alignment with our mission online. If your position requires certification or licensure please be sure to upload it. Due to the high volume of applications we receive, we regretfully can only respond to those candidates who best meet the requirements of a specific position or whose backgrounds are generally applicable to our team. If you are selected to advance in the hiring process, you will be contacted by a BVP team member. Blackstone Valley Prep Mayoral Academy does not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, gender identity, disability, age, or ancestry.

Deaf/HH - Teaching Assistant, ASL Required Beverly School for the Deaf (BSD) Located in Beverly, Massachusetts, CCCBSD is a school for Deaf and Hearing children ages 3 to 22 with unique developmental, physical, and communication needs. The Beverly School for the Deaf (BSD) Program provides comprehensive educational and therapeutic programming to Deaf/HH students with and without special developmental challenges. Our 204 day program maintains a low student to teacher ratio of 4:2. With electronic whiteboards and iPad technology in each classroom, students access instruction across a number of modalities including: American Sign Language - ASL (bi/bi), oral language, technology and various AAC. Professional development groups meet weekly to support the learning needs of students and the instructional needs of faculty. We are seeking classroom faculty with exceptional knowledge with a range of diverse Deaf and special needs children. We are currently hiring for two full-time, classroom teaching assistants with skills in American Sign Language (ASL) with experience in a classroom setting or in adult services. This instructional position supports Deaf students with developmental, physical, and communication challenges across their school day. A typical classroom supports 4-5 students in a highly supportive faculty model. Under the leadership of a classroom teacher, Teaching Assistants (TAs) support direct academic and therapeutic instruction, data collection, and communication (ASL) development. Candidate must have a high comfort level with special needs Deaf children, instructional technology and implementing a range of language and academic tools. This full-time (37.5 hrs), benefited position offers regular professional development, opportunities for growth, and a team settings. Opportunities to pursue a Masters degree in Deaf Education through our partnership program with Endicott College. Must be team-oriented and have experience working in a school or with individuals with disabilities. Only highly qualified applicants looking for growth and professional opportunity should apply. ASL fluency is required for this position. This is an excellent opportunity for aspiring ASL interpreters or teachers of the deaf. Deaf/HH candidates are strongly encouraged to apply. Depending on experience and degree, salary range is $26 to $35/hour. Positions open now for the 2025-2026 school year. Apply directly on SchoolSpring. Contact BSD Program Director Kate Brubaker at ***********************

LEOMINSTER PUBLIC SCHOOLS EARLY COLLEGE COORDINATOR 2025 Responsibilities include: Oversight of Early College grant funding and requirements Liaison with Fitchburg State University and MWCC Develop and implement Early College information sessions Maintain data and reporting information required by Department of Elementary and Secondary Education Duration: School Year 2025 Honorarium: $750

Are you a sports enthusiast ready to dive into the heart of college basketball action or a die-hard fan on campus? A worldwide leading sports data supplier is looking for passionate individuals to be the driving force behind the accuracy and speed of sports data at the college level. Their goal is to fill every college basketball venue this upcoming season with Scouts to capture scores and real-time game information. We are specifically seeking Scouts to cover home games for Brown University, the University of Rhode Island, and Providence College, and select Bryant University games. If you are 18 years of age or older and located near a college town within the United States, please apply below. Sports data experience is preferred but not required. Training will be provided. What You'll Do - Attend Top 17 College Basketball conferences in person and provide real-time coverage by reporting live action directly from the venue using the Capture Tool software on your mobile phone. - Accurate and timely updates on match events, scores, and other relevant details. - Conduct pre-match reporting duties, including verifying match times, formats, and any other necessary information. - Generate post-match reports that highlight any issues related to capturing scores or other observations. - Submit expenses information promptly for reimbursement. - Maintain communication regarding your availability for future event coverage. - Successful completion of comprehensive training before live game reporting (usually 5 to 10 hours), with direct mentorship from an experienced trainer. What We Expect - Passion and knowledge of Basketball with an ability to understand and follow the game dynamics. - Ability to perform effectively and remain calm under pressure, ensuring high-quality outcomes in fast-paced and high-stakes environments. - Good command of spoken English. - Access to a mobile phone with a reliable internet connection and phone battery for live reporting. - Willingness and ability to travel to different college football venues. - Must be at least 18 years of age to apply. - Prior experience in similar roles is not mandatory. Perks - $175 base pay per game. - $100 success bonus for each of the first three completed games ($300 total). - Compensation of event ticket. - Performance‐based incentives - streak bonuses for consistently high‐quality coverage and milestone bonuses. - Attending neutral-site games and international events. - Opportunity to extend role to the college basketball season and other sports. - Training provided. TXODDS and its affiliates are committed to equality of opportunity in all aspects of employment. We are committed to making all employment decisions without regard to race, color, religion, sex, sexual orientation, gender identity or expression, national origin, age, marital status, or any other legally protected status. Qualified applicants who are disabled can receive reasonable accommodation to perform this job which includes, but is not limited to: talking, hearing, standing, sitting, operating a phone, computer, or tablet with their fingers, and using their vision to accurately discern details across the venue. Please Note This is an independent contractor position paid by events attended and dependent on the successful completion of the data collection. Independent contractors are solely responsible for managing and fulfilling their tax obligations. The role is not affiliated with the university athletics department. Job Type: Contract Pay: $50.00 - $70.00 per hour Contractors are required to pass background check Schedule: 4 hour shift Weekends as needed Work Location: In person

Tell us about a friend who might be interested in this job. All privacy rights will be protected. PLEASE NOTE, WE DO NOT REVIEW APPLICATIONS SUBMITTED THROUGH MASSCAREERS. PLEASE APPLY VIA THE LINK BELOW: https\://necc.interviewexchange.com/jobofferdetails.jsp?JOBID=188282 Requirements: MINIMUM QUALIFICATIONS: Bachelor's degree in a related field; with three (3) years of experience and/or training involving area of assignment, which may include college registration, academic advisement, career development, career experience, training, program/project management or administrative work in academic environment/ or an equivalent combination of education, training or experience. Excellent written and verbal communication skills. Demonstrated experience compiling, maintaining, analyzing student data Commitment to providing excellent customer service. Creative problem-solving abilities. Ability to connect with and design and implement programming for dual enrollment students. Candidates will be required to pass a CORI/SORI and/or a National background check as a condition of employment. Ability to travel between campuses, school districts and off-site location as needed. PREFERRED QUALIFICATIONS: Experience working in community college and/or high school. Bilingual or Bicultural (Spanish and English). Experience working with and supporting a culturally diverse population. Experience working with virtual and hybrid educational technologies. Experience working with English Language learners strongly. EQUIVALENCY STATEMENT\: Applicants who do not meet the qualifications as noted above are encouraged to put in writing precisely how their background and experience has prepared them with the equivalent combination of education, training, and experience required for the responsibilities of this position. BACKGROUND CHECK\: Candidates will be required to pass a CORI and SORI check as a condition of employment. Additional Information: GRADE AND SALARY: Anticipated salary range is $63,159.00 to $68,895.00 (MCCC Pay Grade 4 with a bachelor's degree) annually with complete fringe benefit package. Complete fringe benefit package including competitive health insurance, free dental insurance, basic life insurance, long-term disability insurance, paid sick, vacation and personal leave, educational benefits for employee/spouse/dependents, and excellent retirement benefits. Actual salary calculated in compliance with MCCC/MTA classification system. Official transcripts will be required at the time of hire. ANTICIPATED START DATE\: ASAP Application Instructions: TO APPLY: To be considered for this position click on the "Apply Now" button, you will be prompted to set up a new account or login to an existing account. You will be able to upload the following required documents for consideration: Cover Letter, describing your qualifications and/or how you may be best suited for the role Resume/CV Review of applications will begin 5 business days from the posting date and will continue until the position is filled. **Please note that finalist candidates will be asked to provide contact information for three (3) professional references, including current supervisor (or at least two previous supervisors) DEADLINE: Open until filled Northern Essex Community College is an affirmative action/equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, veteran or military status, genetic information, gender identity, or sexual orientation in its programs and activities as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statues and college policies. The College prohibits sexual harassment, including sexual violence. Inquiries or complaints concerning discrimination, harassment, retaliation, or sexual violence shall be referred to the College's Affirmative Action Officer/Title IX Coordinator, Elizabete Trelegan (Assistant Director of Human Resources, B-219,************/ ***********************), the Massachusetts Commission Against Discrimination, the Equal Employment Opportunities Commission or the United States Department of Education's Office for Civil Rights. Northern Essex Community College will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. Prospective employees are encouraged to review the College's Annual Security Report (ASR), in compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, which can be found on the disclosure page of the College's website at: http\://*********************** Apply for a Job Apply for a Job for JAWS Users Create a Profile Create a Profile for JAWS Users System Requirements PLEASE NOTE, WE DO NOT REVIEW APPLICATIONS SUBMITTED THROUGH MASSCAREERS. PLEASE APPLY VIA THE LINK BELOW: https\://necc.interviewexchange.com/jobofferdetails.jsp?JOBID=188282 About Northern Essex Community College: THE COLLEGE: Northern Essex Community College (NECC) serves about 5,000 credit students each semester on two campuses located in the beautiful, historic Merrimack Valley region of northeast Massachusetts. Our suburban Haverhill campus sits on 106 acres near Kenoza Lake and features a Technology Center and an award-winning Student One-Stop Center. Our urban campus in Lawrence occupies a number of buildings in the heart of downtown. Most recently, we have constructed a new 44,000 square foot health technologies facility, the Dr. Ibrahim El-Hefni Allied Health & Technology Center. Both campuses are a short drive to Boston and to the beaches and state parks along the coast. The College has been building an organizational culture that values initiative and innovation, and seeks to identify and develop the strengths in students, faculty, staff, and programs in order to grow and improve. NECC is also committed to using evidence to guide planning and decision-making. These values are reflected in the use of Appreciative Inquiry for strategic planning and accreditation; in our investment in strengths-based, institution-wide professional development; and in our ten-year involvement as a Leader College in Achieving the Dream, a national network of community colleges dedicated to using data to close student achievement gaps. We are also committed to the recruitment and retention of a diverse workforce that reflects the communities we serve. With over 40% Hispanic students, NECC was the first federally recognized Hispanic Serving Institution (HSI) in New England. We seek leaders who are committed to the community college mission, actively engaged in promoting diversity, and prepared to use their unique strengths and innovation with the goal of student success. Job Description: POSITION\: Full-Time Early College Coordinator (Special Programs Coordinator): PK-12 Partnerships; Haverhill Campus with travel between campuses (Haverhill and Lawrence) and local high schools.; MCCC/MTA Unit Professional Position; 37.5 hours per week, Monday through Friday, 8\:00am - 4\:30pm; Pay Grade 4 SUMMARY: The PK12 Partnerships area serves regional High Schools to create Early College and Dual Enrollment opportunities to across the Merrimack Valley under the leadership of the Associate Dean. The Early College Coordinator will work with students and partners from assigned regional high schools to promote access and success in Early College programming. Central to the role is the desire empower students through self-reflection and engagement in their learning process and to foster a connection to NECC. The coordinator monitors the progress of dual enrolled students, maintains student records, monitors academic performance, manages annual registration processes, provides outreach and support, and responds to partner and student needs. In addition, the Early College Coordinator will collaborate with other PK12 staff to develop and implement workshops, orientations, and opportunities to increase academic success through promoting community, building skills, and helping students navigate college processes. The Early College coordinator will provide regular progress and partnership updates to PK12 Team and partner high schools. RESPONSIBILITIES\: Specific duties for this position include\: Managing daily operation of assigned dual enrollment and Early College programs- including outreach, advising, planning and carrying out student-and-family engagement events and college awareness activities, information sessions, registration and orientations. Support and assist early college students in the transition into college coursework and provide on-going support to promote student success. Assists the Associate Dean in the management of the partnership and day to day operations with assigned school district partners. Meet on a regular basis with school district administrators to develop and execute annual program timelines and provide student support, and share data and progress on goals. Collaborate with support services staff at the college such as tutoring/coaching, accessibility services, advising and enrollment services. Assist PK12 Team in developing and providing information about colleges, admissions requirements, financial aid and career information to students and their families. Prepare and lead orientations and program related workshops. Maintain policies and procedures associated with Early College programs. Maintain confidential data and abide by all laws and policies that govern student privacy. Demonstrate sensitivity to students, faculty, and staff of varying racial, ethnic, religious, gender, cultural, disability, sexual orientation and socioeconomic backgrounds. Demonstrate sensitivity to students with a diversity of learning styles. Serve as a role model and mentor for students as appropriate. Plan, develop, and deliver relevant workshops on and off campus in the appropriate modalities according to program and partner need, including student orientation Assist in the collection of data and reporting and with other office-related duties. Support and assist in meeting various grant objectives. Anticipate and help meet student needs accurately, professionally and with a commitment to partner relationships. Responsible for working cross-functionally with other teams, building partner relationships, and other special projects, as necessary. Participate in professional-development activities. Perform other duties as assigned by supervisor. The Classification Specification is available at: https\://********************************************************* Programs Coordinator - HB 1112.doc

Founded by the Congregation of Holy Cross in 1948, Stonehill is a private Catholic college located just 22 miles from downtown Boston on a beautiful 384-acre campus in Easton, Massachusetts. With a student to faculty ratio of 13:1, the College engages its 2,500+ students in 80+ rigorous academic programs in the liberal arts, sciences, and pre-professional fields. Faithful to the Holy Cross tradition in education, Stonehill College is committed to developing the moral, spiritual, intellectual, physical, and social competencies of its students and seeks to build and sustain a campus community that embraces diversity and inclusion in its teaching, learning, living, and working. Stonehill values a diversity of persons, opinions, and cultural and religious perspectives. In fulfillment of its motto, Lux et Spes ("Light and Hope"), the College cultivates in its students the competence to think, act, and lead with courage towards creating a more just and compassionate world. The Division of Graduate and Professional Studies provides academic leadership and oversight of the College's graduate and professional programs. GPS offers in-person, hybrid, and fully online master's degrees, graduate certificates, and professional development in business, education, and professional programs in science. Our academic programs are designed to empower working professionals and recent graduates to expand their employment and career opportunities through rigorous, convenient, and flexible academic offerings. Faculty in the Division of Graduate and Professional Studies work within their respective graduate department as well as collaboratively with joint and undergraduate colleagues in related undergraduate departments and Schools. GPS works closely and collaboratively with the Leo J. Meehan School of Business, and working across the division and school is an expectation of all faculty members. Equal Employment Opportunity shall be provided for all employees and applicants for employment on the basis of their demonstrated ability and competence without discrimination on the basis of race, color, religion, sex, national origin, age, veteran status, disability, or ancestry. Stonehill College will adhere to the Federal Requirements of Title VII of the Civil Rights Act of 1964, the Civil Rights Act of 1991, the Age Discrimination in Employment Act of 1967, the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and its amendments, the Immigration Reform and Control Act of 1986, the Massachusetts Fair Employment Practice Law, and all other applicable State and Federal laws. The College is committed to providing a work environment that is free of discrimination. All employees and applicants will be treated fairly, equitably, and with courtesy. Stonehill College encourages diversity and welcomes individuals who will enrich the cultural and diverse experiences of the campus. In accordance with Massachusetts law, employees of Stonehill College are considered employees-at-will. Position Summary The Division of Graduate & Professional Studies seeks applicants for part-time faculty positions to teach in the graduate business program starting with the Spring '26 semester. We are seeking qualified, motivated, and student-centered instructors to join our teaching community and deliver high-quality courses across a variety of business disciplines in our graduate Data Analytics, Marketing, and MBA programs. Specific courses include but are not limited to: * DAT 610 SAS Programming for Data Analysts * MBA 606 Economics for Managers * MBA 620 International Finance * MBA 621 Global Supply Chain Management * MBA 622 International Business Law * MBA 623 International Communications and HR Management * MBA 624 International Culture, Politics, and Economics * MBA 630 Healthcare Management * MBA 631 Public Health Administration * MBA 632 Healthcare Policy, Law, and Ethics * MBA 633 Healthcare Marketing * MBA 634 The Economics & Finance of Healthcare * MKG 623 Strategic Event Planning & Management * MKG 620 Role of Graphic Design in Marketing Essential Duties and Responsibilities * Teach graduate-level courses in area(s) of expertise. * Deliver engaging and rigorous instruction aligned with program learning outcomes. * Provide timely and constructive feedback to students. * Maintain course materials, assignments, and grading in accordance with program standards. * Be available to support students outside of class. * Collaborate with program leadership on curriculum development and assessment as needed. Education and/or Experience Minimum Requirements (Must-Have): * Master's degree in the relevant field of study. * Demonstrated graduate-level teaching experience. * Strong teaching recommendations. Preferred Qualifications: * Terminal degree (Ph.D., DBA, JD, or equivalent) in the relevant field. * Significant professional/industry experience related to teaching discipline. * Prior success in graduate teaching, demonstrated by strong teaching evaluations. * Evidence of scholarly research activity, publications, or professional contributions. Preferred Qualifications Knowledge, Skills, and Abilities Physical Demands Work Environment Licenses/Certifications Competencies Posting Detail Information Special Instructions to Applicants Applicants should submit the following: * Cover letter addressing qualifications and areas of teaching expertise. * Curriculum vitae (CV) or résumé. * Contact information for one professional reference. * Evidence of teaching effectiveness (e.g., teaching evaluations, sample syllabus, and/or peer reviews). Review of applications will begin immediately and continue until all positions are filled. Adjunct instructors in the pool will be considered for appointments as teaching needs arise throughout the academic year.

Teaching Assistant (7 positions) Schedule:2025-2026 School Year - Hours 7:45 - 2:15 Salary:Per Contract $18.54 - $24.19 hour based on experience & certification To Start:December 2025 Qualifications: High School Diploma or GED required Bachelor's Degree preferred; Sheltered English Immersion (SEI) Endorsement preferred; Experience working with students with and without disabilities; Demonstrate the ability to assist in the inclusion and/or Special Education classroom; Experience working with English Language Learners Bilingual preferred CPI training preferred Responsibilities: * Work under the supervision of building administration, Special Education teachers, and classroom teachers; * Assist small groups and/or individual students with progress toward academic, social-emotional, and/or behavioral goals within the classroom, with guidance provided by the teacher; * Communicate and collaborate with teachers; * Provide direct instruction in an inclusion classroom or small group setting; * Ability to modify curriculum; * Maintain confidential information; * Collect data on student performance as needed; * Assist students with daily living/self-help skills; * Attend and participate in training opportunities as directed; and * Perform supervisory duties, as assigned by school administration.