Graduate assistant jobs in Brockton, MA - 86 jobs

Teaching: Musicians with some performance history, including regular performances, at least 1-2 years' successful teaching experience in any of the following areas: Piano, Guitar, Voice, Drums, Bass Guitar, Violin, Cello, Saxophone, Trumpet, We make no claims or warranties as to specific number of hours per week. That said, our ideal candidate is interested in a a career with us, in addition to performing professionally. A FEW THINGS TO NOTE ABOUT MUSIC TEACHING IN GENERAL Private or Music School: As music teacher you can either teach privately in your house or in students' homes, or you can teach in a music store or school - both have upsides and downsides. Teaching in Home: If you teach in your home or students homes, the upside is you can keep all of the money you charge to the student. Since you have no expenses like rent, lights, heat, taxes, signage, insurance, a receptionist or extensive paid advertising, you do not have to pay out a large percentage to overhead costs. There are also downsides of teaching in your home or your student's homes. It can be hard to keep your schedule constantly full with new students. Filling your schedule can be difficult and expensive if you have to pay for or take the time to advertise. Even if you work through a service, or are a good, well-liked teacher, it can take a long time for referrals and word of mouth to fill your schedule. If you are driving to student's houses you also have to factor in the driving time between students which limits the amount of teaching you can actually do. Teaching at a School: Now let's look at teaching at a music school. The downside is you don't get paid as much per student. Teaching rates that in-home teachers and music schools charge are usually pretty similar. So the pay per student to the teacher is lower because of rent, lights, heat, taxes, signage, insurance, a receptionist, extensive paid advertising and many other expenses. The upside can be having a consistent schedule of students each day. Being paid less per student but having more students in a day will mean you earn more overall. Another upside to teaching at our music school is that you do not have any collections hassles. You only have to focus on the teaching. Also our music school provides a professional educational environment that is stimulating to the students, and engaging for our teachers. You won't have to deal with distractions found in a home, when lessons are not organized through a school, leaving the teacher to also handle distractions such as ringing phones or doorbells, tvs and noise from family members. Those are the general differences between teaching on your own and teaching in a music school or store. HERE ARE A FEW REASONS WHY MUSIC TEACHERS MAY CHOOSE TO TEACH AT OUR SCHOOL: 1. Extras are taken care of - your only responsibility is to teach. At our location, we have dedicated front desk administrators to handle all of the “details” of scheduling and payment. We also have access to quality rental instruments, music instruction books, and accessories, for student and teacher convenience. From working with parents between lessons to arranging a band or an accompanist for student performances, these details are handled by our administration, not the teacher. This means that the you are free to focus on quality teaching and not get bogged down by administration after hours. We have also taken EXTRAORDINARY measures to keep our faculty, staff and students safe, during the pandemic. 2. Your time teaching is respected. Our priority for our teachers is to make sure that your time is not abused and your teaching day can be as productive as possible. We have a strict make up policy - this ensures that lessons taught or missed against our policy, are paid to you - unless you are not teaching on that day! 3. A convenient location. You will not be teaching in homes - so drive to work - only if you want to! We have plenty of FREE parking, and are very accessible to public transportation - so save money on gas - keep more of your pay in your pocket! 4. A uniquely warm teaching environment, with LOTS of support as you grow and develop as a musician and educator, with extensive and ongoing training.

DIRI Staff Support Role (10 hours/week for 6 months) The Diana International Research Institute (DIRI), housed within the Center for Women's Entrepreneurial Leadership (CWEL) at Babson College, is seeking part-time staff support (10 hours per week for 6 months) to assist with event management, communications, and administrative tasks. The primary focus of this role is supporting DIRI events-most notably the annual Diana International Research Conference (DIRC)-but responsibilities will also extend to other DIRI roundtables, workshops, and initiatives. Work will be conducted on a flexible schedule, with most tasks completed remotely and occasional in-person support as needed. Key Responsibilities Manage CVENT for DIRC, including the call for papers, tracking abstract submissions, and communicating with authors regarding decisions. Coordinate registration and work closely with Babson staff, resources, and the host institution team in South Africa. Support DIRI events (roundtables, workshops, panels) by communicating logistics with attendees and presenters. Support DIRI communications and digital outreach, including social media (Twitter/X, LinkedIn, Facebook), newsletters, and membership updates. Provide general administrative support: maintaining contact databases, tracking projects, and responding to email inquiries. Collaborate with the DIRI leadership team (Dr. Diana Hechavarria, Dr. Candida Brush, Dr. Amanda Elam) to ensure timely execution of initiatives. Skills & Competencies Desired Strong communication and writing skills. Experience with event management software such as CVENT (required). Familiarity with tools such as Canva, LinkedIn, and Twitter/X (preferred). Event and project coordination experience. Attention to detail and ability to manage multiple deadlines. Interest in women's entrepreneurship, gender equity, or academic research (a plus). Supervision & Collaboration The staff member will report directly to Dr. Diana Hechavarria and collaborate closely with Dr. Candida Brush and Dr. Amanda Elam. Weekly check-ins will be scheduled with Dr. Hechavarria, alongside regular communication via email and shared documents. Professional Development Opportunities This role offers exposure to global networks in women's entrepreneurship, as well as practical skills in event management, communications, and stakeholder engagement.

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. The BSU EXCEL (Extraordinary Expectations for Career, Education, and Life) Program is excited to offer this unique assistantship to qualified graduate students who are looking for meaningful work in support of students with disabilities accessing Bridgewater State University. The EXCEL program offers individuals with autism, intellectual or other developmental disabilities an opportunity to access college in the areas of academics, vocational training, internships, and campus involvement. Graduate students interested in working in service-oriented fields such as education, social work, occupational therapy, speech therapy, and counseling will truly benefit from the hands-on experience they will gain through working with the students and staff in our program. Students who are pursuing graduate education in technical fields like Mathematics or Computer Science will also find the position helpful in their future career as they gain hands-on experience in training other individuals. Description of Duties In this position, the GA will work closely with program staff in supporting EXCEL students and their Education Coaches (school district aides who accompany students to campus, or college students who work in the excel program). The GA will be meeting with students on a regular basis to support the development of vocational skills, employability skills, and self-determination skills while helping students and their Ed Coaches track progress using program evaluation tools. The Graduate Assistant for this position will attend off campus training at other educational institutions and employment sites in surrounding areas. The position will require work hours in the afternoon two days a week and possibly driving students to training sites in neighboring towns. The Graduate Assistant must wear protective gear at times and follow strict safety protocols while supporting students in a vocational environment. Throughout the academic year, the GA may have an opportunity to work 1:1 with an EXCEL program student, providing individualized supports as an Education Coach in classes, and as a Job Coach in internships. The EXCEL GA will be expected to work additional hours outside of the traditional academic year, including two weeks prior to and at the end of each semester in order to provide support for program orientations, trainings, and end of semester student meetings. The GA will receive training and on-going support from program staff. The EXCEL program is proud to offer this work-based educational opportunity to graduate students interested in enhancing their academic experience here at BSU.

The Office of Campus Life is seeking a Graduate Assistant for Student Affairs (Worcester) that supports the overall functions of the Student Affairs including creating and implementing co-curricular programming, assisting with maintenance of assessment tools, supporting sustainability efforts across Student Affairs departments, and social media management. The Graduate Assistant for Student Affairs is a live-in position that assists in an on-call duty rotation, serving graduate and professional students on the Worcester campus. This is a 12-month, part-time (up to 20 hours/week), position. Leadership and Programming (50%) * Creates and implements campus-wide co-curricular programming, collaborating with internal and external stakeholders as needed * Assist with signature events and annual processes such as New Student Orientation, year-round Residential move-in and move-out processes, and more * Assists with campus sustainability efforts and initiatives, including hiring, training, and supervision of peer mentors * Develops engaging marketing materials including social media posts, program campaigns, and weekly newsletters Administrative & Assessment (50%) * Assist in the development, distribution, and collection of surveys, evaluations, and feedback forms for various programs and services * Attends weekly 1-1 meetings with supervisor, bi-weekly division staff meetings, and student organization meetings/programs as needed * Track student learning outcomes and engagement metrics aligned with departmental goals * Participates in programs and committees that support the Division of Student Affairs and the University * Serves in the residence life on-call duty rotation as a primary contact for on-campus emergencies * Contributes to sustaining and enhancing an inclusive working and learning environment * Additional responsibilities may be assigned by the supervisor Required: * Currently or will be pursuing a master's degree in higher education and/or student affairs administration, education, counseling or related field concurrently while in the position * Ability to work with various forms of technology, including social media * Excellent verbal and written communication skills, including the ability to effectively communicate with students, faculty, staff, and external stakeholders * Strong organizational skills, attention to detail, and ability to manage multiple priorities and meet deadlines. * Demonstrated commitment to valuing diversity and contributing to an inclusive working and learning environment Preferred: * Experience in student leadership, programming, student government, orientation, residence life, community service, or related services * Experience working with diverse populations Physical Requirements: * Work is mostly sedentary and majority of time is spent sitting * Ability to move between offices and floors of buildings, some without elevator access * Ability to work evenings and weekends as needed, including serving in an on-call duty rotation * Ability to live on-campus in University-sponsored housing Compensation The pay range associated with this posting reflects the amount the University reasonably expects to pay for this role at this time. Salary offers are determined based on experience, skills, and qualifications as well as internal equity, market data and pay in comparison to similarly situated employees doing comparable work. Hiring Range: $17.00 per hour Apply Please attach a cover letter and a curriculum vitae/resume. Finalist candidate(s) for this position will be subject to reference checks and a pre-employment background check as a condition of employment. Applicants must be authorized to work for any employer in the U.S. MCPHS is unable to sponsor, or take over sponsorship of an employment Visa. MCPHS is also not an E-Verify institution. About Us Established in 1823, Massachusetts College of Pharmacy and Health Sciences (MCPHS) is the oldest institution of higher education in Boston, a city that is home to many of the world's top universities and healthcare institutions. We are one of the largest and most highly-ranked schools for health and life sciences, and our alumni and faculty continually distinguish themselves in healthcare settings around the globe. MCPHS has more than 7000 students across campuses in Boston's Longwood Medical and Academic Area (LMA), downtown Worcester, MA and downtown Manchester, NH. Our vision is to empower our Community to create a healthier, more equitable world, which we strive to achieve through our core values of integrity, community, engagement, collaboration, support, and innovation. We offer competitive salaries and excellent benefits that include a substantial contribution toward the cost of medical, vision, and dental insurance, generous time off, retirement and pension plans, and flexible work arrangements to support work/life balance for our employees while supporting the MCPHS strategic plan. MCPHS is an equal opportunity employer dedicated to ensuring equal opportunity for all members of the University community. We aim to recruit, develop, and retain the most skilled faculty and staff. All qualified applicants will be considered for employment.

Posting Description 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. Job Requirements 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

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.

Please view our full job description and APPLY on Our Career Site! Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student-regardless of race, zip code, or economic status-deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About Our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. The Fellowship Experience: The Excel Academy Teaching Fellowship is an intensive teacher development program for the duration of one school year. Through structured classroom experience guided by an experienced mentor, observation, substitute teaching, and coaching, you will develop the skills and mindset to design rigorous and inclusive instruction and become a successful lead classroom teacher. Mentorship and 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. You will become part of a diverse cohort of aspiring educators. Together you will participate in twice monthly professional development sessions with topics including rigorous classroom instruction, classroom culture and management, data-driven instruction, and equity and inclusion. Opportunity for Growth During 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 a parental leave coverage assignment. For the duration of that coverage, compensation will be increased to a full teacher salary.

The Department of Classics at the College of the Holy Cross invites applications for a two-year Postdoctoral Fellowship that begins in August 2026. The goal of this fellowship is to offer the fellow the opportunity to conduct scholarly research and develop teaching experience under favorable conditions. This position carries a 1-1 teaching load, offers full benefits, and has a salary of approximately $70,000. Faculty at the College cultivate a richly diverse academic community, pursue innovative teaching, and create high-impact scholarship. To learn more about faculty life at the College and in the Worcester area, candidates are encouraged to see the Resources for Prospective Faculty on our Faculty Openings page. At the end of the 2027-28 academic year, this position can convert directly to a tenure-track assistant professor position. The department will review the fellow's progress and then recommend or not recommend their appointment into that tenure-track position following departmental procedures, and submit that recommendation to the Dean of Faculty as customary. The fellow would be expected to prepare a dossier of updated materials for consideration at that time, ideally no later than March 1, 2028. This conversion would not entail a search. Candidates must demonstrate commitment to, and excellence in, undergraduate teaching and inclusive pedagogies as informed by current practice and scholarship in the field. Ph.D. required by the beginning of the appointment.

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.

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.

SY26-26 Early College Coordinator JobID: 758 Student Support Services/Guidance Counselor Date Available: 01/12/2026 Additional Information: Show/Hide TLE: 2025-2026 Early College Coordinator available (grant-funded) QUALIFICATIONS: * Current faculty member within the high school counseling department * Experience with overseeing dual enrollment/early college * Experience supporting students with postsecondary planning * Ability to foster positive working relationships with colleagues and families * Ability to coordinate with members of the school community to organize activities and events GENERAL RESPONSIBILITIES: * Coordinate the advertising and marketing of the Early College program to MHS students and families * Register students for the program and assist in selecting courses/pathways * Prepare annual Early College report * Attend and represent the district at all meetings required of Early College partners * Collaborate regularly with UML partners, district and building leadership, teachers, students, and families * Oversee all MPS staff assigned to the program, including tutoring and related support * Purchase supplies and materials as needed, and prepare timesheets for program staff * Attend to all other duties associated with the Early College program COMPENSATION: The 2025-2026 Early College Coordinator will be paid a flat stipend of $3,500 Please send email of interest to Lisa Golobski Twomey

The position is most likely for a CS major, but students in other orientations who possess sufficient qualification in the related topics will be considered.

The College Success and Engagement Coordinator is a student-centered role which plays a key role in supporting student success at Wentworth Institute of Technology, with an emphasis on first-generation, historically excluded, and Boston pipeline students. This position fosters a sense of belonging, engagement, and connection to help students thrive academically and personally. This position focuses on the development, implementation, and continuous improvement of programming for all students at Wenworth, including those from outside the Boston area. Reporting to the Director for Culture and Community within the Division of Inclusive Excellence, the Coordinator will lead and support programming that ensures that enrolled students are effectively connected to campus resources, peer networks, and pathways for academic and personal growth. In collaboration with the Center for Culture and Community (CCC) leadership, the coordinator will also contribute to innovative strategies for outreach and engagement, to build strong recruitment pipelines and increase feelings of belonging across campus. In addition to direct program development, the role involves maintaining and enhancing partnerships that serve Boston-area students, while also assisting in the documentation, evaluation, and assessment of program effectiveness, student outcomes, and institutional partnerships. This position is grant funded. Essential Functions: Supporting Program Development and Execution (25%): In collaboration with CCC's College Access and Success Team, the College Success & Engagement Coordinator will be responsible for supporting the execution of Wentworth's CCC programming, including workshops, trainings, and cultural events, as well as Boston Pipeline programming: RAMP, Wentworth's pre-college summer transition for Boston youth; our Industry Mentor Program; and Bridges Academy, a first-year college transition and success program. Affinity Club Advising (10%): Provide guidance and support to student-led affinity clubs that center identity, culture, and belonging, with a focus on empowering historically excluded student populations. Serve as a mentor and liaison between club leaders and campus resources to help facilitate programming, leadership development, and inclusive community-building. Collaborate with institutional partners to ensure clubs are supported in advancing equity, visibility, and student engagement across campus. Administrative Duties & Documentation (10%): The College Success & Engagement Coordinator will assist with the documentation, evaluation, and assessment of CCC programming, partnerships, and participants in collaboration with the CCC's leadership. The coordinator will be responsible for tracking student touch points, access to resources, success and challenges facing each student and the cumulative population. The coordinator will maintain clear, detailed, qualitative and quantitative practices regarding Boston students and yearly programming to help the CCC with grant reporting, community impact, and promoting Wentworth's Boston Pipeline. The coordinator will also support administrative duties related to student club/organization logistical support. Campus Engagement (20%): Develop and maintain strong relationships with internal partners (Admissions, Success Studio, Student Affairs, etc.), campus departments, and student support services to ensure students are connected to resources that promote academic and social success and well-being. Coordinate regular campus visits, events, and outreach initiatives to foster a sense of belonging and increase student engagement in campus life. Act as a liaison between students and campus communities to advocate for equitable access and inclusion. Partnership Management (35%): Cultivate, strengthen, and sustain partnerships that advance the CCC's mission of supporting students' access, success, and engagement at Wentworth. Collaborate with community-based organizations, industry partners, and BPS to create seamless pathways from college access to post-graduate opportunities. Coordinate communication and logistics with partners involved in programs such as RAMP and the Industry Mentor Program. Represent the CCC and Wentworth in external meetings and initiatives, ensuring alignment between community needs, institutional goals, and student success outcomes. Additionally, oversee community work-study partnership requests, reviewing and assessing opportunities to determine whether they align with the mission and priorities of the CCC or the Division for Inclusive Excellence. This includes coordinating with campus stakeholders and external organizations to support meaningful, equity-driven student engagement in the community. Required Qualifications: * Bachelor's degree. * 1-3 years' experience in education, youth services, or community-based organizations. Part-time work and internships can count towards experience. * Demonstrated commitment to inclusive excellence. Preferred Qualifications: * Experience working with and supporting high school and/or college students from urban and culturally diverse environments. * Crisis management/support experience. * Experience developing and delivering programming. * Experience collaborating with internal and external stakeholders. Mission Alignment: * You are committed to incorporating inclusive excellence into your work. * You work effectively in a team environment and are motivated by a shared goal of facilitating student success. * You are a creative thinker, willing to problem-solve, and seek feedback for your own professional growth and improvement. We encourage applicants who share points of intersection with our student population to apply. These include, but are not limited to: * Multilingual. * From a resource restricted background. * First generation college student. * Graduate of an urban public school system. Application Instructions: Please submit the following materials to the Resume Attachment Section: 1. Curriculum vitae (including contact information for three references). 2. Cover letter Position Details: This position may be eligible for a hybrid work schedule subject to business needs and workflow. At this time, the university is unable to sponsor applicants for H-1B visas. The job grade for this position is Grade 5. The expected wage range for this position is between $58,000 and $70,000, which reflects what we reasonably expect to pay for this role. This position is also contingent on the availability of external funding and is subject to annual performance reviews and funding renewals. The incumbent may be separated from employment with notice if funding is reduced or discontinued. Compensation and Benefits Wentworth Institute of Technology is committed to fair, transparent, and legally compliant compensation practices. We believe that clarity about pay structures and ranges supports equity, fosters trust, and ensures a positive workplace for all employees. Please visit here to see the comprehensive benefits package offered to support the best experience for our employees. ************************************** Inclusive Excellence at Wentworth Inclusive Excellence is one of the four pillars of the Strategic Plan. Actively and intentionally cultivating a diverse and culturally competent institution where each member has the opportunity and support to reach their full potential and make contributions to our campus community and beyond is Inclusive Excellence at Wentworth. To find out more about the Wentworth's commitment to Inclusive Excellence, 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.

If you're interested in a teaching position with the Nashoba Regional School District (and there are many reasons to be interested in joining us at NRSD!), but don't see a job currently posted in your teaching area, please APPLY HERE! We will keep your application and, as positions become available, we will see if the positions match your teaching area. If they do, we will reach out to you. Nashoba offers an accessible location, an inclusive community, very competitive wages and working conditions, and an opportunity to participate in moving Nashoba's strategic initiatives forward for the benefit of the students of Bolton, Lancaster and Stow. NRSD welcomes applicants with diverse racial, cultural, religious, class and/or gender backgrounds and experiences. We hire without regard to age, physical, mental or psychiatric disability, genetics, race, religion, sex, sexual orientation, gender identity, marital status, national origin or military status. If you want to inspire all learners to realize their unique potential and become active contributors to their community, apply to the Nashoba Regional School District and * Pave Your Path * Impact the World * Be Your Best Self

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 *************.

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. Under the supervision of the Director of the GLBTA Pride Center, the Graduate Assistant (GA) will have the opportunity to develop and apply their skills and knowledge of supervision, mentoring, student development, group dynamics and facilitation, educational programming, and equity diversity, social justice, as they pertain to students of diverse sexual orientations and gender identities (LGBTQIA+) and related topics. RESPONSIBILITIES: The GA has 3 main responsibilities: Leading Student Employees, Supporting Student Success, and promoting the Pride Center's events and resources through our social media and flyers. Leading Student Employees * The GA will assist in supporting the Pride Center's undergraduate student employees. The GA will offer guidance, feedback, and appropriate resources to student employees that increases student employees' effectiveness for interacting with visitors, sharing relevant Center information, and co-creating a safe, respectful, and inclusive Center environment. * In collaboration with the Assistant Director, the GA will be involved in the interview and hiring process for new student employees and will support the new student employee onboarding process. * When student employees voice interest in creating a Center event, the GA is responsible for guiding such programming, vetting for quality control, assisting students in managing an event planning timeline, and holding post-event debriefing sessions where formal feedback is exchanged. * The GA will assist the Director and Assistant Director with delegation of projects to be completed by student workers during their scheduled shifts. * In collaboration with the Assistant Director, the GA will also complete a performance review at the end of the Spring semester on each student employee's performance. Supporting Student Success * The GA will work with the Pride Center Navigator to assist with academic support programming and outreach efforts. * The GA is expected to communicate effectively and respectfully with all students who utilize the Pride Center, to make necessary referrals, and to offer relevant resources to students as appropriate. * The GA also serves as a first point of contact for students who visit the Center and are seeking support, assistance, informal mentoring, or campus resources on a range of topics including issues related to their academic, career, psychosocial, and identity development. * Under the guidance of the Director, the GA will collaborate with other university departments to share information and resources that pertain to LGBTQIA+ student success. * Under the guidance of the Director, the GA will assist with overseeing student support groups, such as Transgender Identities Group (TIG), and Queer People of Color (QPOC). * The GA will serve as the convener and facilitator of Rainbow Connections, a processing group designed for students seeking additional support. * Under the guidance of the Director, the GA will have the opportunity to research topics on high impact, student success practices pertaining to LGBTQIA+ student populations and intersecting identities (such as LGBTQIA+ students of color) to assist in eliminating student success equity gaps. The GA will have the option to present this research at the annual StARS Symposium. Social Media and Promotion * The GA is responsible for maintaining a positive social media presence for the Pride Center, using data and analytics to engage with and grow the Pride Center's social media presence. * The GA is responsible for ensuring that Pride Center programs and resources are being promoted in a timely manner via social media platforms and traditional advertising (such as posting advertisements around campus and in student and community announcements as applicable). GA LEARNING OUTCOMES: The GA will have the opportunity to learn how to: * Observe, interpret, assess, and apply knowledge of group dynamics, peer support, and group facilitation skills that foster supportive exchanges among undergraduate students. * Appraise and supervise the performance of undergraduate student employees. * Actively listen, accurately ascertain, and effectively address the needs of student visitors and workers of the Center. * Develop greater knowledge of student developmental processes (e.g., identity, psychosocial) and apply that knowledge to foster student growth. * Identify barriers to and predictors of LGBTQIA+ student success, access literature on best practices, and apply this knowledge to create programming that enhances student success.

The Office of Campus Life is seeking a Graduate Assistant for Student Affairs (Worcester) that supports the overall functions of the Student Affairs including creating and implementing co-curricular programming, assisting with maintenance of assessment tools, supporting sustainability efforts across Student Affairs departments, and social media management. The Graduate Assistant for Student Affairs is a live-in position that assists in an on-call duty rotation, serving graduate and professional students on the Worcester campus. This is a 12-month, part-time (up to 20 hours/week), position. Leadership and Programming (50%) Creates and implements campus-wide co-curricular programming, collaborating with internal and external stakeholders as needed Assist with signature events and annual processes such as New Student Orientation, year-round Residential move-in and move-out processes, and more Assists with campus sustainability efforts and initiatives, including hiring, training, and supervision of peer mentors Develops engaging marketing materials including social media posts, program campaigns, and weekly newsletters Administrative & Assessment (50%) Assist in the development, distribution, and collection of surveys, evaluations, and feedback forms for various programs and services Attends weekly 1-1 meetings with supervisor, bi-weekly division staff meetings, and student organization meetings/programs as needed Track student learning outcomes and engagement metrics aligned with departmental goals Participates in programs and committees that support the Division of Student Affairs and the University Serves in the residence life on-call duty rotation as a primary contact for on-campus emergencies Contributes to sustaining and enhancing an inclusive working and learning environment Additional responsibilities may be assigned by the supervisor

Please view our full job description and APPLY on Our Career Site! Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student-regardless of race, zip code, or economic status-deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About Our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. The Fellowship Experience: The Excel Academy Teaching Fellowship is an intensive teacher development program for the duration of one school year. Through structured classroom experience guided by an experienced mentor, observation, substitute teaching, and coaching, you will develop the skills and mindset to design rigorous and inclusive instruction and become a successful lead classroom teacher. Mentorship and 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. You will become part of a diverse cohort of aspiring educators. Together you will participate in twice monthly professional development sessions with topics including rigorous classroom instruction, classroom culture and management, data-driven instruction, and equity and inclusion. Opportunity for Growth During 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 a parental leave coverage assignment. For the duration of that coverage, compensation will be increased to a full teacher salary.

As a student-focused and driven position, the College Access & Success Coordinator is responsible for supporting first generation and students from low-income backgrounds who are attending Wentworth. This position will collaborate with staff to develop, maintain, and execute a robust and thoughtful student support system for Boston youth involved in Wentworth's College Access and Success programming through the Center for Community & Culture (CCC). Reporting to the Director of College Access and Success within the Division of Inclusive Excellence, the position will assist the Director of College Access and Success in documenting, evaluating, and assessing success programming, partnerships, and participants. This position will work in tandem with an Assistant Director of Student Success and an existing College Access & Success Coordinator to be the Institute's face for all Boston and Greater Boston youth. This position is grant funded. Essential Functions: Student Support (60%): The College Access & Success Coordinator will be responsible for developing, executing, maintaining a comprehensive and holistic student support system for Boston High Schools' youth participating in the CLP's Boston Pipeline Initiative including, but not limited to, Dual Enrollment and Beacon Pathways. The coordinator will be responsible for outreach to and support for Dual Enrollment and Beacon Pathways students, including those with academic alerts. The coordinator will work across departments to increase the students' access to on-campus and off-campus resources, ensuring students are better prepared to address any barriers. The coordinator will collaborate with CLP's College Access and Success Team to develop, execute and maintain a comprehensive student support system for Boston and Greater Boston youth (grades 9-16). Supporting Program Development and Execution (20%): In collaboration with CCC's College Access and Success Team, the College Access & Success Coordinator will be responsible for supporting the execution of Wentworth's Success programming for interested Greater Boston residents attending Wentworth as undergraduate students. The position will focus on supporting the following Boston Pipeline programming: RAMP, Wentworth's pre-college summer transition for Boston youth; our Industry Mentor Program. Documentation (10%): The College Access & Success Coordinator will assist with the documentation, evaluation, and assessment of success programming, partnerships, and participants in collaboration with the CCC's leadership. The coordinator will be responsible for tracking student touch points, access to resources, success and challenges facing each student and the cumulative population. The coordinator will maintain clear and detailed qualitative and quantitative practices regarding Boston students and yearly programming to help the CCC with grant reporting, community impact, and promoting Wentworth's Boston Pipeline. Collaboration (10%): The College Access & Success Coordinator will collaborate and communicate with internal partners (Admissions, Success Studio, Student Affairs, etc.) to give students the best opportunity to succeed in higher education. The successful coordinator shall intend to have a deep understanding of the institute and the resources available to all students. Required Qualifications: * Bachelor's degree. * 1-3 years' experience in education, youth services, or community-based organizations. Part-time work and internships can count towards experience. * Demonstrated commitment to inclusive excellence. Preferred Qualifications: * Experience working with and supporting high school and/or college students from urban and culturally diverse environments. * Crisis management/support experience. * Experience developing and delivering programming. * Experience collaborating with internal and external stakeholders. Mission Alignment: * You are committed to addressing racial and economic inequity in education. * You work effectively in a team environment and are motivated by a shared goal of facilitating student success. * You are a creative thinker, willing to problem-solve, and seek feedback for your own professional growth and improvement. We encourage applicants who share points of intersection with our student population to apply. These include, but are not limited to: * Immigrant background. * Multilingual. * From a resource restricted background. * First generation college student. * Graduate of an urban public school system. Application Instructions: Please submit the following materials to the Resume Attachment Section: 1. Curriculum vitae (including contact information for three references). 2. Cover letter Position Details: This position may be eligible for a hybrid work schedule subject to business needs. At this time, the university is unable to sponsor applicants for H-1B visas. The job grade for this position is Grade 5. The expected wage range for this position is between $58,000 and $70,000, which reflects what we reasonably expect to pay for this role. This position is also contingent on the availability of external funding and is subject to annual performance reviews and funding renewals. The incumbent may be separated from employment with notice if funding is reduced or discontinued. Compensation and Benefits Wentworth Institute of Technology is committed to fair, transparent, and legally compliant compensation practices. We believe that clarity about pay structures and ranges supports equity, fosters trust, and ensures a positive workplace for all employees. Please visit here to see the comprehensive benefits package offered to support the best experience for our employees. ************************************** Inclusive Excellence at Wentworth Inclusive Excellence is one of the four pillars of the Strategic Plan. Actively and intentionally cultivating a diverse and culturally competent institution where each member has the opportunity and support to reach their full potential and make contributions to our campus community and beyond is Inclusive Excellence at Wentworth. To find out more about the Wentworth's commitment to Inclusive Excellence, 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.