Graduate assistant jobs in Wayne, NJ

Graduate Assistants (GAs) are integral in building community at SIA-NY in that they create a welcoming environment, assist with student and visitor questions and concerns, and maintain a clean, organized space in the 6th Floor Student Commons area in the Library. In addition to providing quality customer service, GAs are responsible for performing a variety of front desk and clerical functions in both the Commons and the Library. Essential Duties and Responsibilities Specific duties and responsibilities include the following, but the individual will also be expected to perform all the duties necessary which are customarily performed by a person holding this position. Other duties may be assigned. 6th Floor Commons / Reception Area Front desk coverage (including reception and answering/ directing telephone inquiries) for evenings and weekends; Provide support to and assist in the management of after-hours happenings at the Institute including, community events, MA classes, and evening study hours. Community events support may include artist lectures, career workshops, book signings, and admission events; Work with IT to troubleshoot and assist presenters with audiovisual and classroom issues; Coordinate with all facility, student, and staff in case of emergencies (may include fire alarm checks, 911 emergencies, or building evacuations) and; Other office clerical duties as assigned Library Staff the Library circulation desk and use the library management system to issue, return and renew library materials; Answer in-person and telephone inquiries, guiding patrons to both hardcopy and e-resource; refer complex inquiries to the librarians for further assistance. Record all inquiries both in-person and remotely into Springshare's LibAnswers; Provide basic IT support when necessary; Provide support for projects, such as annual collection audits; Re-shelve books, periodicals, and complete shelf tidying/reading duties; Open the library during morning coverage and close the library during evening coverage; Provide evening and weekend coverage during term time, along with possible additional hours if necessary Work on special projects, as needed. Knowledge and Abilities To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed here are representative of the knowledge and skill required. Under the ADA, reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Ability to monitor all programs, calendars, and events in order to provide accurate information to students, faculty, staff, and visitors. Ability to take charge and direct others in an emergency situation. Strong IT skills including Word, Excel, Outlook, and an understanding of how to set up audio/visual equipment. Ability to organize, plan, and prioritize work activity with little supervision. Ability to use discretion, maintain confidentiality and represent the Institute in a professional manner. Strong attention to detail with accuracy. Must be dependable, present, motivated, and willing to learn new skills or tasks as needed. Strong interpersonal and communication skills are required for working in a small team and for working within the broader context of the Institute. Strong customer service skills. Adaptable to changes in the workplace. Strong verbal and written communication skills. Ability to be present in the office/reception area and library. Must be legally authorized to work in the United States. Education and Work Experience Candidates must be current first-semester student at Sotheby's Institute of Art -NY and in good academic standing. Bachelor's Degree. Experience working in an administrative role is preferred. Candidates with face-to-face customer service experience will be given priority. Work Environment The work environment characteristics listed here are representative of those an employee encounters while performing the essential functions of his/her job. Under the ADA, reasonable accommodations must be made to enable individuals with disabilities to perform the essential functions. Basic office, reception area, library, and classroom environment. The above statements are intended to describe the general nature and level of work being performed by an individual assigned to this position. They are not intended to be an exhaustive list of all duties, responsibilities, and skills required of personnel so classified. Sotheby's Institute of Art reserves the right to modify this job description in its sole discretion. Sotheby's Institute of Art is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees.

Join a team of teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from historically underserved communities by utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth - as pedagogical experts, intellectual seekers, and community leaders. Watch the video below to learn more about TEP's Middle School facility, designed with community and equity at the forefront. Join a team of teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal, and on 60 Minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth-as pedagogical experts, intellectual seekers, and community leaders. About the Role (Responsibilities) Applicants will be eligible for Middle School Teaching roles in their content area of specialty. As one of the three pillars of our program (Academics, Arts, and Athletics), TEP is deeply committed to building a classroom culture that fosters a genuine love for learning. In this role, you will work as a lead teacher in one 5th, 6th, 7th, or 8th grade class, while refining your skills and prioritizing your own professional growth. You will serve as the lead teacher for some instructional periods each day and co-teach with a Master teacher for other periods of instruction within a specific subject during the day. Looking to have a significant impact while developing into a Master Teacher yourself within a community of expert educators? This is the role for you. Teaching Fellows collaborate with co-teachers to facilitate lesson plans that include small-group instruction and individualized feedback to support student achievement and progress. Each TEP Teaching Fellow teaches one subject to one grade level in any given year, but may switch grade levels and/or subjects from one year to the next. Middle School teachers will work in a state-of-the-art learning environment carefully designed, built, and crafted to spark joy and instill a love of learning for TEP students. Our school building in the Washington Heights/Inwood community, provides a perfect learning environment for developing students by providing innovative classroom settings, a full gymnasium, a high-tech performing arts space, and an indoor/outdoor café where meals are prepared fresh on a daily basis for students and staff. About You (Qualifications) Deeply aligned to TEP's mission of providing a world-class education to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners) Classroom experience: While lead teaching experience is not technically required, TEP Teaching Fellows usually have at least 2 years of lead teaching experience in 4th through 9th grade classrooms in a public charter school, traditional public school, or private school setting. The ability to develop and implement dynamic and engaging curriculum in one content area to cultivate critical thinking while meeting each individual student's needs and learning style. Outstanding verbal ability and strong communication skills. Certification requirements: TEP Teaching Fellows do not need to possess a New York State Teacher Certification to be hired at TEP Charter School. However, prospective Teaching Fellows that do not yet have New York State teaching certification must identify and present a pathway to obtain New York State teaching certification on their application. Education requirements: TEP adheres to the educational background requirements outlined within the individual pathways to NYS teaching certification (see above), and does not require any additional degree programs for Teaching Fellows. Why TEP (Benefits) At TEP, growth isn't just for our students-continued growth is also a central priority for our teachers. That's why we're redefining the teacher experience, offering a rewarding career that includes an annual salary that matches TEP's high expectations. Compensation: Middle School Teaching Fellows Teachers earn an annual salary of $90K to 100K Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration Unmatched Educator Talent: Be surrounded by a collaborative community of experienced, passionate educators who care about educational equity Time Off: Approximately 10 weeks of vacation per year (all school vacations) Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming Healthcare: World-class medical, dental, vision, Short-Term Disability (STD), Long-Term Disability (LTD), and Life Insurance policies Family Focus: Parental leave and dependent care account so you can care for your loved ones 403b Retirement Plan: We care about your ability to save for your future Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements Application Process TEP is designed and structured around the belief that great teachers are the key to achieving educational success for students. As such, we require applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each applicant include: Resume: Applicants must submit an up-to-date resume Cover Letter: Applicants must submit a well-written cover letter highlighting their specific interest in joining the TEP community Instructional Video: Applicants must submit an unedited video clip of themselves teaching in a classroom setting or small-group setting Submission of Teaching and Learning: Applicants must submit a portfolio of student work, assessment data for a class of students, or an original curricular tool that they have personally developed The requirements for the Instructional Video and the Submission of Teaching and Learning components are specified in detail below. INSTRUCTIONAL VIDEO: Please submit an unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable. If you do not have a video with students in the classroom you may still submit a video of yourself teaching. Get creative! You may include a video of you teaching (a) a lesson with/for no students, (b) a lesson of you teaching family members, (c) or a lesson for students virtually. We're excited to see your creativity. The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred. SUBMISSION OF TEACHING AND LEARNING: Submit one of the following three options: Option A: Portfolio of Student Work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative. Option B: Assessment Data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments. The assessment data can be provided in any form that you choose (official documents with students' last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative. Option C: Original Curricular Tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students' learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc. The curricular tool must also be accompanied by a written narrative that provides background on the tool, how the tool functions, and speaks to the impact of the tool within your classroom. There is no minimum or maximum length for the narrative.

Job Description Student Engagement Graduate Assistant Dominican University New York is seeking a motivated Graduate Assistant for Student Engagement to join our team on a 10-month basis working 25 hours per week (days, nights and weekends when needed). This role presents an exciting opportunity for a graduate student looking to immerse themselves in campus life and make a tangible impact on student engagement initiatives. As a key member of our Student Engagement team, you will help oversee the Corless Student Engagement Center, assist in planning and executing campus events, manage the department's social media presence, and provide essential administrative support within the Office of Student Engagement. The ideal candidate will demonstrate a passion for enhancing the student experience, strong organizational skills, and the ability to work flexible hours, including evenings and weekends. If you're eager to contribute to a vibrant campus community and gain valuable professional experience, we encourage you to apply for this rewarding position. Qualifications: Bachelor's Degree required along with having a valid driver's license with the ability to drive University vehicles. Flexibility, ability to take initiative, and willingness to be a team player. Strong communication and interpersonal skills. Understanding of and interest in working with a diverse student population. Ability to work independently and effectively on multiple tasks. Experience using Microsoft Office Suite (Word, Excel, PowerPoint, Publisher, etc.) Excellent customer service and people skills. Experience in planning, managing and executing student events and campus programing is preferred but not required. **Applicants must be in the process of being accepted/enrolled into one of our graduate programs or already enrolled in one of our graduate programs. We recommended applicants seek acceptance into the MS-OLC program, as this program is specifically designed for the working professional as it is 100% online. However, acceptance and or being enrolled in any DUNY graduate program will qualify for this position. Furthermore successful candidates MUST be a matriculated graduate student at Dominican University New York to maintain this position. This is a 10 month (August-May) live-in position. This position includes the following: $3,000 stipend per semester $1,000 meal plan per semester (fall and spring) On campus housing Free laundry services Reserved parking spot Free access to Dominican University's state-of-the-art fitness center Professional development opportunities Qualified applicants are encouraged to submit their cover letter, resume and three professional references EEO

Title: Graduate Assistant (Tier 3) Salary Range: $20.00 - $20.00 Division: Institutional Advancement Department: Institutional Advancement Department Description: Institutional Advancement Union Status: Non-Union Job Posting Summary: The Graduate Assistant will support a cross-disciplinary faculty project titled funded by the AI Teaching Excellence Faculty Fellowship. The project focuses on integrating ethical and critical thinking about AI into course content and developing a scalable AI Teaching Toolkit for faculty use across disciplines. Key Responsibilities: * Conduct literature reviews on ethical AI practices, educational technology, and AI integration in higher education. * Compile and summarize case studies demonstrating ethical and responsible AI use in business, health sciences, and related disciplines. * Assist in formatting and organizing content for the AI Teaching Toolkit (including templates, sample assignments, and guidelines). * Support data collection and organization of pilot feedback from students and faculty participants. * Collaborate with the faculty leads and the Center for Teaching and Learning (CTL) to prepare materials for workshops and dissemination. * Maintain organized project documentation and assist with progress reporting. Qualifications: * Enrollment in a graduate program at Mercy University (preferred: Business, Health Sciences, Data Analytics, Education, or related fields). * Strong research and writing skills, with the ability to synthesize academic and professional literature. * Strong interest in artificial intelligence, educational innovation, or digital ethics. * Excellent organizational and communication skills. * Ability to work independently, meet deadlines, and handle multiple project tasks. * Experience with Microsoft Office, Google Workspace, and/or Blackboard preferred

Graduate Assistants (GAs) are integral in building community at SIA-NY in that they create a welcoming environment, assist with student and visitor questions and concerns, and maintain a clean, organized space in the 6th Floor Student Commons area in the Library. In addition to providing quality customer service, GAs are responsible for performing a variety of front desk and clerical functions in both the Commons and the Library. Essential Duties and Responsibilities Specific duties and responsibilities include the following, but the individual will also be expected to perform all the duties necessary which are customarily performed by a person holding this position. Other duties may be assigned . 6th Floor Commons / Reception Area Front desk coverage (including reception and answering/ directing telephone inquiries) for evenings and weekends; Provide support to and assist in the management of after-hours happenings at the Institute including, community events, MA classes, and evening study hours. Community events support may include artist lectures, career workshops, book signings, and admission events; Work with IT to troubleshoot and assist presenters with audiovisual and classroom issues; Coordinate with all facility, student, and staff in case of emergencies (may include fire alarm checks, 911 emergencies, or building evacuations) and; Other office clerical duties as assigned Library Staff the Library circulation desk and use the library management system to issue, return and renew library materials; Answer in-person and telephone inquiries, guiding patrons to both hardcopy and e-resource; refer complex inquiries to the librarians for further assistance. Record all inquiries both in-person and remotely into Springshare's LibAnswers; Provide basic IT support when necessary; Provide support for projects, such as annual collection audits; Re-shelve books, periodicals, and complete shelf tidying/reading duties; Open the library during morning coverage and close the library during evening coverage; Provide evening and weekend coverage during term time, along with possible additional hours if necessary Work on special projects, as needed. Knowledge and Abilities To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed here are representative of the knowledge and skill required. Under the ADA, reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Ability to monitor all programs, calendars, and events in order to provide accurate information to students, faculty, staff, and visitors. Ability to take charge and direct others in an emergency situation. Strong IT skills including Word, Excel, Outlook, and an understanding of how to set up audio/visual equipment. Ability to organize, plan, and prioritize work activity with little supervision. Ability to use discretion, maintain confidentiality and represent the Institute in a professional manner. Strong attention to detail with accuracy. Must be dependable, present, motivated, and willing to learn new skills or tasks as needed. Strong interpersonal and communication skills are required for working in a small team and for working within the broader context of the Institute. Strong customer service skills. Adaptable to changes in the workplace. Strong verbal and written communication skills. Ability to be present in the office/reception area and library. Must be legally authorized to work in the United States. Education and Work Experience Candidates must be current first-semester student at Sotheby's Institute of Art -NY and in good academic standing. Bachelor's Degree. Experience working in an administrative role is preferred. Candidates with face-to-face customer service experience will be given priority. Work Environment The work environment characteristics listed here are representative of those an employee encounters while performing the essential functions of his/her job. Under the ADA, reasonable accommodations must be made to enable individuals with disabilities to perform the essential functions. Basic office, reception area, library, and classroom environment. The above statements are intended to describe the general nature and level of work being performed by an individual assigned to this position. They are not intended to be an exhaustive list of all duties, responsibilities, and skills required of personnel so classified. Sotheby's Institute of Art reserves the right to modify this job description in its sole discretion. Sotheby's Institute of Art is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees.

Seton Hall University Libraries is pleased to seek an innovative Graduate Assistant (GA) for Research Data Services, University Libraries. In this position, the GA will be responsible for maintaining daily activities such assisting students and faculty with Data consultations, assigning software licenses, troubleshooting technical questions, and managing the workshop calendar. This position requires knowledge of research methods: quantitative and/or qualitative as well as two or more supporting programs. The GA position will conduct workshops and training for the SHU community. Duties and Responsibilities: • Assist data services team in data consultations for students and scholars • Respond quickly to faculty and student support requests and handle (software requests should be handled in a timely manner • Prepare reports for workshops attendance and data consultations • Assist with administrative tasks such as scheduling classes, updating the RDS website and blog, coordinating scheduling and paperwork for student research projects • Create webpage content for data services webpage • Teach workshops and/or classes • Create outreach initiatives to promote data services. • Create flyers and marketing materials for data services. • Be able to consistently learn new data analysis tools • Collect and analyze data • Conduct literature reviews • Assist with tasks and projects as assigned by the supervisor as project priorities may shift over the semester • Maintain clear communication with supervisors regarding any issues that arise Required Qualifications: • Applicant must have a Bachelor's degree and be admitted to a at Seton Hall University graduate degree before applying • Applicant must maintain complete confidentiality of students and scholars' data • Applicant must have knowledge with two or more data analysis programs (Excel, SPSS, STATA, R, Python, Atlas.ti, ArcGIS, PowerBI, Tableau, MATLAB,or other) • Experience with quantitative and/or qualitative research methods • Applicant must have excellent communication skills (writing, speaking, and listening) • Applicant must work 20 hours per week following the University Calendar, not the Academic Calendar • Experience with quantitative and/or qualitative research methods • Experience teaching, tutoring, training, or mentoring (1-2 years) Desired Qualifications: • Experience with AWS • Experience with Shell scripting, Linux commands and Python • Experience with technical writing Experience with statistical analysis or Machine Learning. • IRB CITI training certificate Special Instructions to Applicants: Must be admitted to a SHU graduate degree program before applying for this position. Please include a cover letter and resume. Seton Hall University is committed to programs of Equal Employment Opportunity (EEO).

If you are a current Barnard College employee, please use the internal career site to apply for this position. Job: Graduate Assistant, Access Barnard College, University or Organization: Barnard College Office: Access Barnard Graduate Assistant Hours per Week: 16-20 Salary: $30 per hour Internship Start Date: January 2026 Internship End Date: August 2026 (Negotiable) Reports to: Senior Associate Director for Advising & Programs, Access Barnard Job Description: Reporting to the Senior Associate Director for Advising & Programs, Access Barnard, the Graduate Assistant (GA) will assist with projects and events in support of students who identify as first-generation, lower income, and/or international. The GA will: * Assist with oversight of Peer Mentoring initiatives, including recruitment, training, and supervising evening office hours * Plan and execute Access Barnard programming initiatives and special events, including social gatherings such as study breaks and developmental workshops (academic, personal, career) * Assist with office communications, including social media and newsletter content * Research and benchmark advising, peer mentoring, and special population initiatives at peer universities; provide detailed information and suggested initiatives to supervisor * Assist with evaluations and assessments of programs and initiatives * Advise students in their connection and involvement with program activities * Carry out special projects and assignments, as needed This position provides excellent exposure to the administration of Barnard College and is great experience for someone planning to pursue a career in higher education administration. Skills, Qualifications & Requirements: The ideal candidate will have strong organizational, communication and interpersonal skills, and some knowledge of and experience with students of diverse backgrounds. We are looking for someone with a positive attitude, a strong work ethic, a student-centered focus, and a willingness to learn. Qualifications: * Currently enrolled in a graduate degree program (MA, PhD, etc.). * Preferred: education, counseling, student personnel, social work, or a related field. * Prior experience advising or working with youth, preferably in higher education. * Special sensitivity to concerns of students of diverse backgrounds. * Ability to handle confidential information and data with discretion. * Heightened sense of professionalism, personal accountability, reliability, and integrity. * Must be available to work an average of 16-20 hours per week (evening hours required) in-person. The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training. The above hiring range represents the College's good faith and reasonable estimate of the range of possible compensation at the time of posting. Company: Barnard College Time Type: Part time

IMPORTANT APPLICATION INSTRUCTIONS: Upload Resume or Curriculum Vitae for automatic population of information to the application. The contact information, work experience, and education listed on your Resume/CV will be parsed and input into your Montclair application. Review information and double-check all fields containing information that the system parsed - the software is intelligent, but you need to verify that the data is accurate. In the “My Experience” section, you will find a Resume/CV upload option where you can submit your cover letter and all other supporting documents. Note: If you have an expansive CV, we recommend that you apply manually and only include the positions you have held in the last ten (10) years. You will then be able to attach your Resume/CV, as well as all other supporting documentation in the "My Experience" section of your application. Job Description SUMMARY: Reporting to the Associate Director, MBA & Graduate Programs, the Program Associate functions as the office's point of contact, supporting major events and programs throughout the year. PRINCIPAL DUTIES AND RESPONSIBILITIES: Manages a range of payment processes, including professor payments for online and hybrid courses, contract initiation for online course development, agreement tracking, invoice processing, vendor communication, budget transfers, travel authorizations, hiring of student and per-diem employees, and purchasing office supplies and promotional items using Workday, Workday Finance, and paper forms. Coordinates and executes event logistics, including material preparation, registration, catering, room reservations, work orders, and communication with students for various events, such as orientations, information session webinars, workshops, panel discussions, executive speaker events, etc. This includes pre- and post-event email communication, logistical support during events, and overall event management. Serves as a primary point of contact for students, faculty, and external visitors by providing knowledge on programs, assessing individual needs, and ensuring efficient follow-up through appointment scheduling or appropriate referral to specialized staff. Assists with international and domestic trip logistics. Manages and maintains the Graduate Programs' email account. Processes change of concentration and other forms for graduate students. Presents and answers questions during information sessions and follows up with prospective students who have additional or specific questions about the application process or programs. Schedules appointments and meetings for prospective and current students in various programs, faculty, and staff members. Coordinates the course evaluation process in collaboration with the Office of Institutional Research, reviews evaluation results, and communicates key student feedback to program directors. Performs other duties as assigned. Management retains the right to add or change job duties at any time. QUALIFICATIONS: REQUIRED: Bachelor's degree from an accredited college or university in the area of education, business, or a related field. Minimum one (1) year of professional experience at a higher education institution. Strong verbal and written communication skills. Exceptional organizational and teamwork skills. Proficiency in Microsoft Office (Excel, Word, and PowerPoint), ability to quickly learn new applications. • Demonstrated understanding of excellent customer service. PREFERRED: Ability to work well with people of varied backgrounds and talents. Familiarity with Banner and Workday. PROCEDURE FOR CANDIDACY Applicants should include a resume and cover letter describing how their background, skills and education match the needs of the University. When applying, please take a moment to carefully read and follow the steps in the application instructions. Salary Range $55,142.18-$60,654.29 Annually The position may also be eligible for comprehensive benefits, including health insurance, retirement plans, and tuition assistance. For further details, please visit: *************************************************** Montclair State University considers factors such as, but not limited to, scope and responsibilities of the position, candidate's relevant work experience, education, skills, and internal equity, when extending an offer. Salary offers for internal employees who are part of a collective bargaining unit (CBU) and are applying to a position that is within a CBU will be determined in accordance with contractual provisions. Department MBA Program Position Type Professional - Non-Faculty Contact Information: For questions or concerns, please contact Human Resources' Workday Recruiting Support at ************ (Option 2), or email ********************. Inclusion Statement Montclair State University values access and educational excellence. We are committed to an environment of diverse perspectives which ensures that graduates will be civically engaged, committed to democracy, and prepared to thrive as global citizens. We foster a community that promotes varied experiences and voices. We seek applicants who will contribute diverse ideas and perspectives and who value an environment that promotes educational growth and advancement for all. EEO/AA Statement Montclair State University is an Equal Opportunity/Affirmative Action institution with a strong commitment to diversity. Additional information can be found on the website at *************************************************************** Title IX and 34 C.F.R. 106 Policy Montclair State is required by Title IX and 34 C.F.R. 106 not to discriminate on the basis of sex or gender, and does not discriminate on the basis of sex or gender in the operation of education programs and activities. The requirement to not discriminate on the basis of sex or gender in the operation of education programs and activities extends to admission and employment. For further details, please visit: ******************************************************

Riverdale Country School, a Pre-K through Grade 12 independent all-gender school in New York City, is dedicated to inspiring students to live meaningful and purpose-driven lives. The school achieves this by fostering a culture of academic excellence, critical thinking, and curiosity, supported by a diverse and inclusive community. Riverdale emphasizes both high challenge and high support in its approach to education, encouraging students to engage deeply in interdisciplinary learning, research, and experiential education, both inside and outside the classroom and beyond our campuses. This holistic approach aims to develop well-rounded individuals who are prepared to make a positive impact on the world. At Riverdale, we strive to reflect the diversity of the New York metropolitan area in our students, faculty, and staff. We believe that a diverse and inclusive community enriches the educational experience and is integral to our mission. With a student body of approximately 1,300 students from 117 different zip codes, Riverdale is a vibrant community where 48% of our students identify as students of color. We seek to employ educators and leaders who bring a student-centered approach, passion for their work, a commitment to DEIB, and a desire to contribute to the growth and development of our entire school community. In partnership with the University of Pennsylvania's Graduate School of Education (GSE), Riverdale seeks to hire a Penn Fellow in the Computer Science Department for a two-year position. The fellow will teach a reduced course load in the Middle and Upper School while taking graduate classes and pursuing a Master's degree at Penn GSE. An ideal candidate is interested in growing the computer science program for students to address real problems with an understanding of the ways technology intersects with society. Our courses use a variety of hardware and programming languages including micro:bit, Arduino, block-based coding, JavaScript, Processing/p5.js, Python, C-based languages, and R; applicants should already be comfortable with a few of these languages and willing to expand their knowledge. In addition, the fellow will have the opportunity to assist with various extracurricular activities and programs such as Robotics, Girls Who Code, Rocketry, and Build-a-Ware. We are seeking a fellow who would intentionally use their teaching practice to build and sustain an inclusive learning environment for all students, meeting the needs of students across a range of academic abilities and identities. Since some of our programs are middle school focused, applicants should be comfortable working with students in grades 6-8. Applicants should possess a Bachelor's degree from an accredited college or university preferably in a computer science, engineering, math or technology-related field. We are also excited to hear from applicants with a degree in a different field and significant programming experience. For international applicants: The H1-B visa is the only visa that international applicants can currently use to participate in the ISTR program; however, at this time, Riverdale is not able to sponsor a candidate for this visa unless an applicant is transferring from another type of visa to a H1-B visa. The OPT visa or OPT extension cannot be used, as students cannot be enrolled in a degree or certificate program while on an OPT extension. More information about this program is available on the Penn website, linked here, as well as our specific Penn Fellows page on our website. If you have specific questions about the program, please email our Penn Program director Andrew Kingsley (***********************). To apply for this position, please click on the red “Apply for this Job” button. Please submit a resume and cover letter. If there are pronouns we should use in potential future communications, we invite you to share that information with us. For information about this position and all open positions, please visit the Careers page of Riverdale's website. Benefits of Full Time Work at Riverdale Country School Working at Riverdale Country School is a purposeful and meaningful career choice that comes with many benefits including: Transportation: Shuttle service is available to/from the 242nd St / Broadway subway station. Limited stops are also available near transit hubs in Manhattan including the Metro North Harlem Station and subway lines - 1, 2, 3, 4, 5, 6, N, Q, R, A, B, C, and D. If there is need in the community, we can also run a shuttle from the Henry Hudson Parkway / 246th St bus stop which connects to the #7, #10, and Express Buses to/from Manhattan. Professional Development: A generous professional-development budget provides for conferences, skills training, and onsite training in areas such as mindfulness, coaching, and diversity, equity, inclusion, and belonging. Grants and Stipends: All employees are eligible for Frankel Fellow grants, known as “passion grants,” which pay for enrichment activities. More than 120 grants have been made to faculty and staff since the program started in 2014. Stipends are available for coaching, affinity group facilitation, advising clubs with significant out-of-school time, and chaperoning trips (including global trips!). Sabbatical: Full time teaching faculty are eligible for a sabbatical after 10 years of employment. Health Benefits: Riverdale offers and subsidizes health, dental, and vision insurance. In addition, the school offers a flexible spending account through which employees can use pre-tax dollars to pay for health-related expenses. Retirement: Employees are eligible to join our Defined Contribution retirement plan through TIAA. The school contributes 7% of an employee's annual salary to their retirement account. Vacation: Riverdale Country School has a generous time-off policy for staff in addition to vacations afforded by the school calendar.

Rutgers School of Nursing, Entry to Baccalaureate Division seeks nursing professionals to teach a CLINICAL component for the following specialties: Medsurg Community Maternity Mental Health Nursing General Responsibilities: Provide instruction and supervision in the acute and non-acute (clinical labs/continuity of nursing care/community nursing) clinical settings and assist during simulation teaching. Follow course syllabi to help students achieve set learning outcomes. Communicate with the Course Leader/Lead Instructor/Course Coordinator on an ongoing basis regarding student progress or any concerns. Attend course meetings before the semester start and when requested. Evaluate, grade, and provide feedback on required course assignments and tasks (i.e., Care plans, specialty papers, research projects, med math, etc.) Report a grade for each student to the Course Leader/Lead Instructor/Course Coordinator by the due date. Attend and participate in the simulation with your clinical group as scheduled. ** This opportunity is for weekdays only. Overview Rutgers Health of Rutgers University is a national academic health leader that is shaping the future of human health through pioneering medical research, culturally responsive, evidence-based patient care, teaching excellence and tireless health advocacy. RBHS includes eight schools, a behavioral health network, and five centers and institutes. Our renowned faculty members are teachers, researchers, clinicians, and advocates. We are national leaders in the education and training of inter-professional healthcare teams, including nursing, medicine, dentistry, pharmacy, public health, biomedical research, and allied health careers. As the premier public university of New Jersey, we are passionate about educating one of the most diverse health sciences student populations in the nation. School Overview: As part of RBHS , Rutgers School of Nursing offers unique opportunities in education, research, and practice at a leading national research university. Innovative academic offerings include bachelor's, master's, post-master's, DNP , and PhD programs. Rutgers University School of Nursing is dedicated to the pursuit of excellence in education, evidence-based research and health care delivery, and promotion of community health, and is currently ranked by US News and World Report as the top 5% of Best Nursing Schools for our BSN , MSN , and Doctor of Nursing Practice programs. Our DNP program is one of the largest in the United States, making Rutgers School of Nursing one of the most significant producers of DNP -prepared nurses in the world. Rutgers School of Nursing is an actively anti-racist, anti-bias institution, committed to fostering a diverse, equitable and inclusive community. We seek faculty and staff who embrace this commitment. Rutgers, The State University of New Jersey, is an equal opportunity, affirmative action institution.

Job Description Our Teaching Fellow program is a unique opportunity for students currently enrolled in a graduate program to obtain a New York State Teaching Certification. The Teaching Fellow will be paired with an experienced teacher, and receive professional development from academic coaches, while enhancing your teaching skills and building meaningful relationships with students and families. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children. Requirements Requirements: Bachelor's degree Enrolled in a Master's degree and actively pursuing New York State teaching certification Position Overview: Design and implement dynamic, standards-aligned lesson plans that inspire curiosity and foster mastery of grade-level content. Assess student progress using a variety of methods-exams, projects, and written work-to personalize instruction and ensure continuous growth. Establish and maintain high academic and behavioral standards, motivating all students to achieve their best. Utilize diverse teaching strategies, including direct instruction, hands-on projects, and group activities, to engage and challenge students. Collaborate with teaching assistants and fellow educators to meet individual student needs and create a supportive learning community. Build strong relationships with students, parents, and colleagues to foster a culture of trust, communication, and academic success. Teacher Schedule: Monday - Friday, 7:40am - 4:00pm 10-month school year with optional summer opportunities for additional pay Benefits What We Bring: We're passionate about hiring outstanding teachers who are dedicated to helping our scholars thrive. In return, we offer a highly competitive benefits package because we believe our teachers deserve it! Our benefits include: Generous paid time off, including sick and personal days No-cost health insurance (medical, dental, and vision) Up to $30,000 in student loan forgiveness 403(b) retirement plan Additionally, teachers receive a personal laptop, access to Smartboards and tablets, and biweekly professional development. Our educators are supported by a dedicated team of academic coaches, deans, guidance counselors, and social workers, all committed to your success and that of our scholars. The Teaching Fellow salary is $62,000. Replies will only be sent to qualified applicants. Harlem Children's Zone does not provide work visas for candidates who require employer sponsorship for work authorization in the United States. Harlem Children's Zone is an Equal Opportunity Employer (EOE). We celebrate diversity and are committed to creating an inclusive environment for all employees.

Position Reports to: School Director Start Date: June 1, 2026 Hours: 7:30am-4:45pm + some out of school time responsibilities Compensation: $65,000 In-Person: This Fellowship is in person. No remote options available. Deadline to Apply: April 15, 2026 About Us: As one of the highest performing charter networks in New York City, Classical Charter Schools is having a meaningful impact on education in the South Bronx. Recognized as four-time National Blue Ribbon Award-Winning network, Classical Charter Schools outperforms 97% of New York charters by providing a transformative education through a classical curriculum focused on art, music, Latin, debate and character education. We are an equal opportunity employer and we value diversity. All employees and applicants will be treated in all respects on basis of merit and qualifications without regards to their race, color, national origin, age, disability, sexual orientation, religion, gender, veteran status, or any other reason prohibited by law. We strongly encourage applications from people of all backgrounds to apply. At Classical, we provide comprehensive health benefits, competitive salaries, and opportunities for growth. Position Summary: ClassiCorps teachers are full-time faculty members and share our undying commitment to maximizing student achievement. Our teachers are driven to further Classical's mission and meet key expectations: Leading all scholars to gap-closing educational gains: scholars must achieve mastery and advanced mastery of grade-level Common Core State Standards to succeed through college Establishing and maintaining a highly ordered classroom culture where scholars and staff demonstrate respect, responsibility, caring, trustworthiness, fairness, and citizenship ClassiCorps Teachers receive: Summer teaching preparation-observing, attending sessions, and leading instruction during Summer Learning Academy Intensive coaching, including observations and debriefs with Instructional Coaches twice per week during all three years A Masters' in Teaching-paid for by Classical Charter Schools-completed during the first two years of the fellowship Full salary and benefits, starting at $65,000 per year, and rising to $85,000 after their Master's in Teaching is completed Up to $1000 in reimbursement for relocation fees All while working to provide a world-class education for students in the South Bronx The opportunity to get certified in a variety of teaching fields including Dual Certification in Education (SPED) The ClassiCorps Teaching Fellowship begins on June 1, 2026, with some flexibility for June graduates. Successful ClassiCorps teachers are encouraged, but not required, to continue their work with Classical Charter Schools beyond the three-year commitment. Please note that at this time, this position is only open to individuals who do not need sponsorship from Classical Charter Schools to work in the United States. Qualifications: Undergraduate degree by May 2026 (we accept all majors) 3.0 GPA or higher Experience working with children Successful Candidates : Show alignment to Classical Charter School's mission and approach Exhibit excellent work ethic and organizational skills Demonstrate application of our core values: Accountability, Innovation, Professionalism, Rigor, Tenacity, Transparency, and Urgency Benefits: A generous benefits package including medical, dental and vision coverages. Student Loan Counseling Flexible Spending Accounts Commuter Reimbursement Account Life Insurance Disability Insurance Gym/Fitness Reimbursement Calm Subscription Wellness benefits 401k

External Applicant Instructions * Please upload your resume/CV for automatic population of information to your Kean application. * Your contact information, work experience and education will be automatically filled in. Please review all fields - you will need to verify that the data is accurate. * In the "My Experience" section, you will find a resume/CV upload option where you can submit your cover letter and any other supporting documents you may wish to submit. Kean Child Care and Development Center Teaching Assistant 12 Months, Grant-Funded The Kean University Child Care and Development Center is a nationally accredited child care center inspired by the Reggio Emilia Approach, a philosophy that emphasizes hands-on discovery-based learning. The Teacher's primary role is to reach every learner by respecting their learning process and guiding their interests through engaging learning experiences and interactions. Under the supervision of the Director, the Teaching Assistant is responsible for assisting the classroom Teacher in planning and implementing a developmentally appropriate, child-centered program of activities that promotes the social-emotional, cognitive and physical development of each child through exploration and discovery. All practices must be consistent with guidelines put forth by the Kean University Child Care and Development Center, College of Education and NJ Preschool Teaching & Learning Standards. This position requires a regular schedule of afternoon and evening hours, with flexibility in schedule required as needed. This is a grant funded position through the Child Care Access Means Parents in Schools (CCAMPIS) Grant. Continued employment is contingent upon continued grant funding. This position is based at the Kean Child Care and Development Center located on the Union, New Jersey, Kean University campus. Qualifications: Experience working with young children and families in a childcare/school or educational setting is required. Ability to successfully complete a pre-employment background check and a Child Abuse Record Information (CARI) check, as well as subsequent checks per licensing requirements is also required. Candidate must have the ability to use a computer with basic proficiency and have strong oral and written communication skills. Preferred qualifications include: an Associate's or Bachelor's degree in Early Childhood Education or a related field; minimum of 1-2-years of classroom teaching experience and experience with children with special needs; and current Child Development Associate (CDA) Certificate with a Preschool or Infant/Toddler Endorsement. In addition to undergoing a pre-employment physical and successfully completing background screening checks, this position also has physical requirements. These include: the ability to constantly move, stand, sit, bend and kneel for short and long periods of time, hand dexterity and the ability to lift and move up to 40 pounds; ability to assume postures in low levels to allow physical and visual contact with children, see and hear to ensure children's health and safety and engage in physical activities with children; and the ability to work indoors and outdoors. The selected candidate will be required to pass a four (4) month Working Test Period. Candidacy review begins immediately and continues until appointment is made. Please submit your cover letter, resume/CV and contact information for three professional references. Official transcripts are required prior to the starting date of employment. In compliance with New Jersey's Pay Transparency Law, the negotiated annual salary range for this position is: $41,416.30 - $46,877.02 (Steps 1-4). Salaries for internal applicants will be based on union negotiated calculations. This position may also be eligible for a comprehensive benefits package, including health and dental insurance, a retirement plan and benefits for work life balance. For a full overview of our benefits offerings, please refer to our Kean University Benefits website. SAME Program Applicants: If you are applying under the NJ State as a Model Employer "SAME" Program, your supporting documents (Schedule A or B letter), must be submitted along with your application materials by the closing date indicated above. For more information on the NJ SAME Program visit their website at: ********************************************* email: ******************* or call the Civil Service Commission at **************, option 3. You may also contact Kean's Recruiting Team at *************. Attention current Kean University employees (including part-time Student Assistants, Graduate Assistants, Academic Specialists and Adjuncts): Please apply via the internal career site to ensure consideration as an internal candidate. To apply internally, please log into your Workday account and select the Career icon on your homepage to view available positions. Additional Information Kean University complies with the New Jersey First Act (Senate Bill No. 1730, P.L. 2011, Chapter 70). Any individual newly hired by Kean University will be required to abide by this law and establish a principal residence in New Jersey. New employees will have a full 365 days to establish such residence, from the effective date of hire. In compliance with the Americans with Disabilities Act (ADA), if you have a disability and would like to request an accommodation in order to apply for a position, please refer to Section III.A. of our Reasonable Accommodations Policy & Procedures. Mission Statement Kean University, New Jersey's first Urban Research University, creates a world-class, innovative and inclusive society through equity and excellence in teaching, learning, global research, and impactful public engagement. EEO/AA Statement Kean University is an Equal Opportunity/Affirmative Action/Veterans/Disability Employer

Teach For America works in partnership with communities to expand educational opportunity for children facing the challenges of poverty. Founded in 1990, Teach For America seeks the most promising leaders of this generation early in their careers who have demonstrated the values and leadership necessary to make change. Our outstanding corps members make an initial two-year commitment to teach in high-need schools and have a profound impact on their students' academic growth. Their classroom leadership becomes the foundation for long-term leadership. Through these two years, corps members gain context, clarity, and conviction to lead a life of impact from any sector or field they choose. Beyond their two years, corps members become part of a network of over 60,000 leaders working together across sectors to shape the future of our nation. For more information, visit ************************ Further help on this page can be found by clicking here. Member Duties : Corps members commit to teaching for two years in a low-income community, ranging from Pre-K through high school placements. Their commitment starts with pre-service training, after which they begin service in their assigned region. Corps members are employed by local schools, creating and executing engaging and appropriate lesson plans, and leading within their school and community. They engage in training and support throughout their two years, provided both by Teach For America and their assigned school. As the lead teacher in their classroom, they confront both the challenges and joys of expanding opportunities for kids. After two years, they become part of the TFA alumni network, where Teach For America also supports them in their continued path of impact. Informed and inspired by their students, many continue teaching; others pursue other leadership roles in schools and school systems or launch careers in other fields that shape educational excellence, access and opportunity. Program Benefits : Education award upon successful completion of service . Terms : None Service Areas : Children/Youth , Education . Skills : Leadership , Writing/Editing , Public Speaking , Conflict Resolution , Teaching/Tutoring , Team Work , General Skills , Communications , Youth Development , Veterans , Education .

Job Description Vitalief partners with Sites, Sponsors, and CROs to streamline research operations, reduce costs, and accelerate breakthroughs that improve patient care. We bring deep clinical research expertise together with practical, results-driven consulting to help organizations operate more efficiently and achieve sustainable growth. THE ROLE We are seeking a highly motivated and detail-oriented Master's graduate to join our client's dynamic neuroscience research laboratory as a Graduate Research Assistant. Employed as a full-time, fully benefited Vitalief team member, the successful candidate will support research on addiction, brain function, and behavioral neuroscience through manuscript development, grant preparation, data analysis, and general research operations. This position offers an exceptional opportunity for a student with a passion for translational research to gain hands-on experience in the scientific, analytical, and administrative aspects of academic research. WHY VITALIEF? Contribute: to advancing scientific discoveries that improve patient lives. PEOPLE FIRST culture: with opportunities for growth and innovation. Competitive benefits: including 20 PTO days + 9 paid holidays; Company-paid life insurance and short/long-term disability; 401(k) retirement program; Comprehensive healthcare plans. Market-competitive salary: commensurate with experience and academic standing. Work location: 100% on-site in Newark, NJ (flexible work hours) KEY RESPONSIBILITIES: Manuscript Development: Draft, edit, and prepare scientific manuscripts for publication in peer-reviewed journals, including literature reviews, data interpretation, and figure preparation. Grant Support: Assist in developing and editing grant proposals, supporting background research, and preparing preliminary data and figures. Data Analysis: Perform data cleaning, statistical analyses, and data visualization using appropriate software tools (e.g., SPSS, R, Python, MATLAB, or GraphPad Prism). Research Coordination: Support day-to-day lab activities, including documentation, database management, and coordination of research timelines. Literature Review: Conduct and synthesize current literature relevant to addiction and neuroscience to support ongoing studies and future grant submissions. Collaboration: Work closely with the Principal Investigator (PI), postdoctoral fellows, and other team members to advance the lab's research objectives. QUALIFICATIONS: Master's degree in Neuroscience, Psychology, Biomedical Sciences, or a related field. Prior research experience in neuroscience, addiction science, behavioral research, or related disciplines. Experience with academic/scientific writing and publication processes. Familiarity with grant writing (NIH or foundation-level preferred) is a strong plus. Background in statistical or computational data analysis methods, including experience with SAS or SPSS, and some experience with AI models development. Excellent written and verbal communication skills; collaborative and comfortable working in a team-oriented lab environment. Self-directed and intellectually curious, professional, reliable, and responsive to feedback. Strong analytical and critical thinking abilities; high attention to detail and ability to manage multiple priorities. Proficiency in relevant software for data analysis, literature management (e.g., EndNote, Zotero), and document preparation. PHYSICAL DEMANDS: Standing, sitting, walking, visual perception, talking and hearing. Lifting up to 20lbs. IMPORTANT NOTE: Vitalief partners with clients such as major medical centers and academic institutions that often requires all on-site resources such as prospective Vitalief consultants to be inoculated annually for Influenza and successfully pass a Mantoux Tuberculin Skin Test (TST) for Mycobacterium Tuberculosis. Powered by JazzHR Lpz8bcrXgW

Job Description What is Seton Teaching Fellows? Seton Teaching Fellows is a year long missionary teaching program that brings the Catholic Faith to children in underserved communities in America. “The world offers you comfort. But you were not made for comfort. You were made for greatness” - Benedict XVI Locations: Bronx, NYC; Cincinnati, OH; The Rio Grande Valley, TX. Salary and Benefits: A monthly stipend of $1,200 Free housing, utilities, and relocation expenses Options for health insurance and loan deferment assistance Weekly Spiritual, Professional, and Human Formation 3 retreats per year Career Pathways across the Network Timeline: We are accepting applications on a rolling basis, but spots always go quickly! Fellows will serve from July of 2026 (including onboarding and training) through June of 2027 (the close of our academic school year). We're hiring current seniors, graduates, and mission-aligned students seeking a gap year. We also accept a limited number of fellows who will begin January 2026 and will serve through June 2027. What We Offer STF is a fully funded year of service that is making missionary catechesis and classroom education accessible for all. We provide . . . A biweekly stipend-without fundraising. Free, safe and quality housing with other Seton Teaching Fellows-we live in intentional and joyful communities of faith. Participation in vibrant faith formation and a sacramental lifestyle. Professional development that equips and supports you to be a leader in education, ministry, non-profit work, and beyond. Impressive opportunities for funded masters degrees, certification, and licensure in a variety of fields! Opportunities for loan forbearance, health care, and educational grants. Generous time-off and a calendar year with space for breaks, retreats, and rest. Competitive job/graduate school opportunities upon completion of the Fellow year. What We Do Seton Teaching Fellows will serve in our network schools across New York, Texas, and Ohio during the 2026-2027 school year (the Fellowship will run from mid-July to June of the following year). Fellows live in the neighborhood where our schools are located, and serve at our schools, during school hours, Monday-Friday. Fellows teach catechesis classes to students at all of our schools. Fellows take part in rigorous instructional coaching and professional development sessions in order to grow as teachers throughout the year. Fellows participate in and bring intentional community, sacramental faith life, and life-giving formation to the neighborhoods where we serve. Who We Work With All majors and levels of education - you don't have to posses a background or degree in education, and we have opportunities for students taking a gap year or a break from college. We also hire graduates who have already served in the professional work force or another mission. Students and graduates from around the nation - we pay for relocation, travel, housing, and training. Don't stress about moving to a new city or finding a community to tap into-we'll take care of it for you. Students who are eligible for work in the U.S. or OPT - If you are an international student, we might be able to accommodate your work situation! Students and grads from various work experiences - While we work with children and young adults in underserved neighborhoods, you don't have to have professional experience working with children, schools, or a specific age group-you only need the call to serve! Essential Skills and Duties Strong communication skills and a professional demeanor. A desire to teach the fullness of the Catholic faith. The ability to socially and professionally connect with students, staff, and families from diverse backgrounds. A growth mindset rooted in optimism and collaboration. Willingness to live and participate in a communal men's or women's household, receive faith formation, and pray with others. Willingness and ability to work and teach in schools and classrooms with Pre-K through 8th-grade students, as well as to receive professional development and training pertaining to their professional role. At least two years of college experience. Core belief that all children can achieve both moral and academic excellence. Shared Backgrounds and Experiences We are building an organization in which talented individuals from all walks of life and past work experiences can join our team and make significant contributions. We are particularly committed to attracting and developing individuals who share the life experiences or backgrounds of the students we serve. Questions or concerns? Reach out to the Seton Teaching Fellows Talent Team with any questions about our application at *************************. About Seton Education Partners Seton Teaching Fellows is a program of Seton Education Partners. Co-founded in 2009 by KIPP pioneer Scott W. Hamilton and Teach for America alumna Stephanie Saroki de García, Seton is a response to the dramatic decline of urban Catholic schools in America, which have served the economically disadvantaged well for decades. Seton is working to take remarkable academic and catechetical achievements to scale by managing a network of schools and programs that ensure that thousands of underserved children whose Catholic schools close-and other local children-have access to an academically excellent, character-rich, and, for those who choose it, vibrantly Catholic education. This network is a national model for how other cities facing the shuttering of Catholic schools can continue to serve children and families with limited educational options. For more information on Seton Education Partners, please visit ********************** Powered by JazzHR wooi WLyLLT

Job Details Main Office - 555 Broome Street - New York, NY Full Time $52000.00 - $54000.00 Salary Day EducationDescription Overview: The Door's mission is to empower young people to reach their potential by providing comprehensive youth development services in a diverse and caring environment. Broome Street Academy (BSA) is our on-site tuition-free public charter high school devoted to providing students with the necessary skills and support to graduate prepared for a successful future beyond high school. BSA's admissions policy gives preference to siblings and students who are homeless, in foster care, or from low performing schools. The Post-Secondary Success Coach is a Door employee 100% dedicated to BSA students serving as part of an inter-disciplinary team of staff from both organizations. The focus of the position is supporting graduating students to transition smoothly into college, a training program, or the workforce, and working with BSA alumni so that they persist to college graduation, credential attainment, and/or connection to meaningful employment. The Coach works through one-to-one advisement and small and large group workshops. We are looking for a dynamic individual with experience in college access/success, facilitation and curriculum design, and a commitment to positive youth development practices. Applicants should be independent, creative, energetic, organized and flexible. Responsibilities: Work one-on-one with BSA seniors and Door alumni to develop and set individualized personal educational and career goals related to high school and post-secondary pathways. Collaborate with the College Advisor and other Door and BSA staff to provide individual college counseling and design and deliver college readiness and post-secondary transition workshops and other group programming. Advise Door members and BSA alumni on all aspects of financial aid process including scholarships and opportunity programs Advise and support Door members and BSA alumni to address any barriers impacting their academic success Provide case management services including information, referrals, assistance in accessing childcare, health, mental health, and other support services that will assist BSA alumni to achieve career and education goals. Provide career advisement to The Door and BSA alumni and connect them to employment and career development opportunities at The Door, their campus, or the wider community. Coordinate services with other Door and BSA staff, campus-based programs, and external service providers Travel to college campuses in and outside New York City. Develop relationships with college and university staff. Plan and execute two college fairs, one in the fall and one in the spring. Collect and maintain case records pursuant to data-management procedures and contractual obligations. Demonstrate an understanding of and practice the principles of Positive Youth Development. Participate in case conferencing. Provide crisis intervention as needed. Collaborate with interdisciplinary staff in the development and facilitation of agency-wide programming and events. Handle any appropriate responsibilities and functions as assigned by supervisor and/or director. Qualifications: Bachelor's degree in Counseling, Education or related field required Two years experience in youth development, preferably college access/success and/or employment/career programs Previous work as college or financial aid counselor preferred Willingness to travel between The Door/Broome Street Academy and college campuses in and outside New York City Demonstrated skill in curriculum development Ability to facilitate groups and other learning activities and to foster team cohesion Bilingual English/Chinese or English/ Spanish preferred Hours: 35 hours per week, Monday through Friday 9:00 AM - 5:00 PM, some evening and occasional weekend hours as needed Salary: $52,000 - $54,000 annually plus generous benefits package Multilingual candidates are strongly encouraged to apply. Proficiency in French, Spanish, or Arabic preferred. COVID -19 POLICY The Door follows the CDC and NYS recommendations to prevent the spread of COVID-19. The Door requires all new hires to be vaccinated against COVID-19 unless they have a qualified exemption. We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal opportunity employer for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.

Scouting Heroes is seeking a College Basketball Data Scout with a passion for sports to join our team. In this role, you will attend college basketball games and collect live play-by-play data. This is an excellent opportunity for sports enthusiasts with a high attention to detail, strong communication skills and ability to work in a high-stakes environment. What You'll Do as a Data Scout Attend College Basketball games in your current region and surrounding areas of up to a 1-hour travel distance. Record and collect in-time real data on our Data Collection Tool and work closely with the game-day support team to ensure data is being recorded quickly and accurately. This is a part-time, independent contractor role for the 2025-2026 College Basketball Season. Performance dictating, there is an opportunity for additional contracting roles with other sports What You'll Bring Reliability. We are looking for people who can commit to every game that is planned for coverage in their area. We have a zero-tolerance policy when it comes to “no-shows." Driven Work Ethic. Must be one who communicates quickly, wants to learn, is ready to work, and enters data within the company expectations. Communication. We are looking for people who are very comfortable on the phone, responsive via email, and any other company communication platforms. Communication is essential to this position. Preparation. We take training seriously and achieve the determined deadlines so you can apply that knowledge into entering perfect data on game days. This is a fast paced, high intensity environment. Honesty. Integrity is critical to the overall collection of sports data. Basketball Knowledge. Must have interest in College Basketball. Knowing the rules and having the drive to shore up any gaps in rules knowledge will be needed. Feedback. Work closely with our Scouting Operations teams to ask questions. We want you to succeed in training and we give you the tools to do so. Have fun. We are a fast paced, small team that prides itself on continually improving. We are looking for people that thrive in fast-paced, competitive, and high stress situations. Requirements Must have availability during the 2025-2026 College Basketball season. This includes weekends, weekday evenings, and holidays. As an independent contractor, you can expect to be assigned approximately 5-15 games during the season; however, the actual number may vary depending on your location, team assignment, and overall coverage needs. Must be located within 1-hour travel distance of the College Team that you are applying for Strong knowledge of College Basketball (Tip : Make sure you come to the interview prepared with knowledge of referee hand signals) Must have a smartphone in good working condition, along with access to a computer. Strong comfort level with technology, specifically iPhones Fluent English in speaking and writing Reliable transportation Interview Prep This is a part-time, independent contractor role for the 2025-2026 College Basketball season. Performance dictating, there is the potential of additional contracts for other sports and/or seasons. A cover letter will be required when applying. We are looking for a paragraph on why you think you'd be a fit for the role and also why you are interested in College Basketball. If you do not submit a cover letter than you will not be considered If you are selected for an interview you will receive an email via TeamworkOnline inviting you to select a date and time for an interview (reminder to check your spam folder). Interviews will be done using Google Meet or Zoom. You will be quizzed on college basketball rules and procedures (be sure to study up on your referee signals). You will also be asked some questions regarding the previous college basketball season. Interviews will start in early August. Please check your spam folder, as interview invites have gone to spam in the past. As an official affiliate of DraftKings, Scouting Heroes connects top talent with dynamic opportunities. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, national origin, sex, sexual orientation, age, disability, gender identity, marital or veteran status, or any other protected class.

Coordinator, College Guidance & Transition Department: College Guidance & Transition Reports to: Manager, College Guidance & Transition Categorization: Hybrid In-Person Status: Full-time Non-exempt Start Date: Summer 2025 The Organization All of the work OppNet leads is in service of realizing our vision of a nation connected through vibrant communities and networks actively in pursuit of social justice and educational equity - a nation where all young people can freely create their path to enduring success that honors their passions, ambitions, and full identities. The Job The Coordinator, College Guidance and Transition (CGT) will help lead the highest quality student-driven college guidance and transition programming. Inclusive of supporting the 12th grade OppNet Fellows with honing their sense of college “fit, curating a “best fit” college list, completing all college application and financial aid requirements, assessing financial aid packages, and making their final matriculation decision. The Coordinator will also specialize in coordinating resources for the entire CGT program for 11th grade through college first-year OppNet Fellows, inclusive of scholarship opportunities, personal writing support, financial aid and wellness support, examining student need and helping incorporate student voice and choice within the curricular and programmatic scope of the CGT program. The Coordinator will work with outstanding students, enjoy the freedom to create and collaborate, and seize a real opportunity to create social change. About You The ideal candidate will have a demonstrated ability to connect with high school and college-level students from historically underserved and underrepresented communities, with an awareness and familiarity of the overall college application process, and a level of comfort in supporting students navigating their first year transition into college. With regards to coordinating aspects of the CGT program, the candidate should have some project management experience, with demonstrated abilities to keep a project moving towards successful completion, within budget and deadlines. Understanding metrics and competences and connecting to various projects within the department, along with effective cross-departmental communication, attention to detail, and strong organizational skills are essential for success in this role. Relevant experience in curriculum development for students and supporting student wellness needs is a plus. In addition, the ideal candidate will personally connect to the important work we do across the organization. The candidate will demonstrate an awareness of the needs and challenges faced by high school and college-level students from historically underserved and underrepresented communities. The candidate will actively participate in all organization-wide learning sessions and self-reflection, as well as work with others to enact changes that contribute to meeting the organization's goals. The candidate should possess outstanding professionalism and discretion, organization and attention to detail, energy and initiative, the ability to prioritize and complete a variety of tasks on time, and a willingness to work on a wide range of assignments. What You Will Be Doing Individualized College Guidance and Transition Support (40%): Advise and support a caseload of 25-30 high school seniors and their families throughout the college application process through one-on-one meetings and group sessions in which students will: create balanced college lists, complete applications, and identify and apply for various types of financial aid Work with Fellows and volunteers to develop and edit personal statements, supplemental essays, and essays for scholarships Support the completion of financial aid forms and coordinate provision of relevant resources for financial aid applications (FAFSA, TAP, CSS Profile, etc.) and conduct financial aid counseling for Fellows and families Liaise with college admissions officers to advocate for Fellows throughout the decision process, ensure that all college contacts are up to date, and build upon relationships with admissions teams at colleges across the country Conduct 1:1 check-ins with a designated caseload of 20-25 first-year college Fellows and conduct campus visits at local campuses throughout the fall and spring semesters Follow up with College Fellows to provide relevant resources to manage issues they are facing on campus, e.g. academic challenges, socio-emotional challenges, adjusting to college life, connecting with professors, etc. Overall Program Coordination (45%): Collaborate with the Curriculum & Facilitation and Wellness Support teams to design and deliver student-driven, high-quality quality and high-impact events and services Serve as support for coordinating scholarship opportunities, including, but not limited to, sharing scholarship information with Fellows, working with the CGT team to track scholarship opportunities on Salesforce, and liaising with the Strategic Advancement Team regarding institutional scholarship partnerships Liaise with the Wellness Team with monthly Student Wellness & Support meetings to design wellness initiatives and strategies to support 12th grade and 1st year Fellows navigating their college transition Coordinate and support the planning of college visits for 11th and 12th grade Fellows, including the annual February mid-winter college trip and Summer Institute college trip Coordinate and support planning of weekly workshops, annual intensive/plenary-based workshops, and ongoing opportunities such as 11th grade College Application Boot Camp and 12th grade College Transition Boot Camp events, College Access and Success Symposium, and the fall College Essay Coach program Maintain detailed records on Fellows' admissions decisions, financial aid packages, GPAs, test scores, etc. Support coordination of data tracking, statistics, and end of year competencies related to OppNet programming for reporting and evaluation purposes Support the CGT Team with analysis and reporting on metrics, findings, competencies, etc. Provide coordination and facilitate sessions on college access, transition, and success for all OppNet Fellows Provide individualized support to in-college Fellows through one-on-one check-in meetings and evaluate Fellows' progress based on a predetermined rubric Lead recruitment visits/information sessions at area high schools, review annual OppNet applications for rising juniors, and interview prospective Fellows Organizational Learning, Development, and Program Reflection (15%): Participate in organization-wide learning sessions, working groups, and optional affinity groups Attend weekly team meetings, All Hands meetings, All Staff meetings, team retreats, and annual institution-wide retreat Who we are looking for B.A. from an accredited U.S. college/university, and three to four years of work experience, preferably in the college counseling/college success field, and relevant experience and/or demonstrated interest in curriculum development, wellness supports, and data management for high school and college students Familiarity with the realm of financial aid and understanding of nontraditional situations Experience working with students to craft personal statements and college supplements Knowledge of how higher education student services/affairs support college students Demonstrated ability to connect with high school and college-level students from historically underserved and underrepresented communities Demonstrated skill set in project management and data management, including regular collection, cleaning, and analysis to drive insights, inform decisions, and communicate progress towards goals and outcomes Requirements to Work for OppNet OppNet requires that all employees are fully vaccinated against COVID-19, including new hires, unless an exemption has been approved. Salary and Benefits We take a thoughtful and deliberate approach to generating salary offers that take into account previous work experience, the role you're entering into, and equity within OppNet. Equity is important to us and it is critical that our compensation approach ensures equity across the organization. Hence, we make every effort to make our first offer our best offer because we want to ensure equity and demonstrate that we value you and your work from day one. The hiring salary range for this role is $59,447 - $65,000 and will be commensurate with experience. At OppNet, eligible employees can enjoy a comprehensive benefits package that includes medical coverage (health, dental, and vision), an HRA, Flexible Spending Account, family leave (up to 100% coverage for twelve weeks), life insurance, and retirement benefits. Full-time employees can participate in our 403(b) retirement benefit program. Additionally, we offer generous time off from work (through a combination of vacation, sick, and holidays). Application Instructions Please submit a cover letter, no more than one page, that highlights how your skills and experiences align with this role. In your letter, we encourage you to describe your experience working with high school and/or college students as contextualized in the job description, your familiarity with the college application and financial aid process, and any relevant experience in college counseling, student affairs or related fields. Also, please share your interest in the role and your background. ~~~~~~~~~~~~~~~~~~~~~~~~ Do you meet some but not all of our qualifications? OppNet is an equal-opportunity employer. Even if you may not meet every qualification listed, we strongly encourage you to apply without hesitation. If you believe in our organization's mission and feel confident in your potential to excel at OppNet, we warmly welcome your application. Our commitment lies in considering a wide range of candidates, and valuing diverse workplace experiences and backgrounds. Whether you are new to the non-profit sector, returning to work after a break, considering a career change, or taking the next step in your professional journey, we are excited to hear from you! We recognize that diverse teams make the strongest teams, and we encourage people from all backgrounds to apply.