Communications Specialist jobs at Harvard University - 28 jobs

What You'll Do . The Admissions Project Manager has primary responsibility for project managing the redesign of the undergraduate admissions and aid website, coordinating content and technology needs across internal stakeholders, including the Office of Undergraduate Admissions, Student Financial Services, University Communications, and Tufts Technology Services, with the hired vendor(s) to ensure a smooth process and a strong final product. In addition, the Project Manager manages select communication and prospect funnel-building vendor partnerships for Undergraduate Admissions, creating, editing, and/or approving content, partnering with vendor liaisons, and assessing effectiveness of partnerships. The Communications Project Manager contributes to the development of digital assets to be deployed across channels, including videos, social media, written content, and emerging mediums in support of communicating the Tufts experience to prospective students and other audiences. Essential Functions: Project manages the overhaul and subsequent maintenance of the undergraduate admissions and aid website, serving as point person for the vendor(s) involved in the project, and addressing the needs and vision of key internal stakeholders. * Serves as project manager for the redesign of the admissions.tufts.edu site * Serves as primary liaison with the vendor, University Communications, and Tufts Technology Services on behalf of the Office of Undergraduate Admissions * Coordinates and schedules the work for each stakeholder and department * Keeps project on schedule; provides regular updates to stakeholders * Contributes communications direction and areas of focus to website project * Writes copy, creates content, and gathers images/videos for web pages Manages select vendor partnerships with communications and technical needs * Serve as primary point of contact and lead communications liaison for select vendors, including virtual tour vendors such as YouVisit and SummerBridge, providing content and strategic direction * Serve as primary point of contact and lead communications liaison for SCOIR and other recruitment and marketing lead generation vendor partners, providing content and strategic direction * Assess effectiveness of select vendor partnerships and opportunity for enhancement of partnership Assists in the development and deployment of content and digital assets to support recruitment efforts and institutional messaging * Develop and deploy communications and digital assets, including videos, social media content, written content, and emerging mediums * Collaborate with communications partners in Undergraduate Admissions and University Communications to ensure alignment with institutional messaging and recruitment/enrollment objectives What We're Looking For Basic Requirements: * Bachelor's Degree and 5-7 years' experience Preferred Qualifications: * Master's degree preferred Pay Range Minimum $79,600.00, Midpoint $99,600.00, Maximum $119,500.00 Salary is based on related experience, expertise, and internal equity; generally, new hires can expect pay between the minimum and midpoint of the range. Responsibilities This is an 18-month limited-term position. The Admissions Project Manager has primary responsibility for project managing the redesign of the undergraduate admissions and aid website, coordinating content and technology needs across internal stakeholders, including the Office of Undergraduate Admissions, Student Financial Services, University Communications, and Tufts Technology Services, with the hired vendor(s) to ensure a smooth process and a strong final product. In addition, the Project Manager manages select communication and prospect funnel-building vendor partnerships for Undergraduate Admissions, creating, editing, and/or approving content, partnering with vendor liaisons, and assessing effectiveness of partnerships. The Communications Project Manager contributes to the development of digital assets to be deployed across channels, including videos, social media, written content, and emerging mediums in support of communicating the Tufts experience to prospective students and other audiences. Essential Functions: Project manages the overhaul and subsequent maintenance of the undergraduate admissions and aid website, serving as point person for the vendor(s) involved in the project, and addressing the needs and vision of key internal stakeholders. * Serves as project manager for the redesign of the admissions.tufts.edu site * Serves as primary liaison with the vendor, University Communications, and Tufts Technology Services on behalf of the Office of Undergraduate Admissions * Coordinates and schedules the work for each stakeholder and department * Keeps project on schedule; provides regular updates to stakeholders * Contributes communications direction and areas of focus to website project * Writes copy, creates content, and gathers images/videos for web pages Manages select vendor partnerships with communications and technical needs * Serve as primary point of contact and lead communications liaison for select vendors, including virtual tour vendors such as YouVisit and SummerBridge, providing content and strategic direction * Serve as primary point of contact and lead communications liaison for SCOIR and other recruitment and marketing lead generation vendor partners, providing content and strategic direction * Assess effectiveness of select vendor partnerships and opportunity for enhancement of partnership Assists in the development and deployment of content and digital assets to support recruitment efforts and institutional messaging * Develop and deploy communications and digital assets, including videos, social media content, written content, and emerging mediums * Collaborate with communications partners in Undergraduate Admissions and University Communications to ensure alignment with institutional messaging and recruitment/enrollment objectives Qualifications Basic Requirements: * Bachelor's Degree and 5-7 years' experience Preferred Qualifications: * Master's degree preferred

Department: Alumni Relations MassBay fosters educational excellence and academic success to prepare students for local and global citizenship, to promote their personal growth, to meet critical workforce demands of communities, and to contribute to the region's economic development. Massachusetts Bay Community College is served by a cadre of employees of varied backgrounds and experiences. We invite all individuals to consider joining our community. Located in Greater Boston, MassBay is a comprehensive, open-access community college, offering associate degrees and certificate programs on three campuses in Wellesley Hills, Framingham, and Ashland, Massachusetts. Position Summary: The ideal candidate will join a vibrant educational community and have a desire and ability to serve a population of students with various needs and backgrounds. Reporting to the Associate Director of Development, the Alumni Relations and Volunteer Coordinator collaborates with the Associate Director to set strategy and direction and then takes ownership of execution. This role oversees the planning, management, and implementation of alumni and volunteer outreach initiatives to strengthen connections with the College and foster relationships that inspire long-term engagement and philanthropic support. Serving as the primary point of contact for MassBay volunteers-including scholarship reviewers, mentors, classroom speakers, etc.-the Coordinator also supports departmental goals, helps build the donor pipeline through alumni and volunteer engagement, and works closely with the Institutional Advancement team to steward and solicit contributions via events, appeals, social media, and stewardship communications. This position requires occasional evening and weekend work. Key Responsibilities and Duties: Alumni * Partner with Associate Director to set goals, targets, and strategies for alumni engagement and fundraising; * Lead development and execution of the annual alumni engagement and stewardship plan; * Build and maintain strong alumni relationships; * Research best practices to enhance and grow alumni programs; * Contribute to alumni awareness and recognition strategy; * Manage communications and activities to engage, thank, and inform alumni; * Ensure accurate alumni data in the CRM and maintain best practices; * Use CRM reporting to guide decisions on alumni outreach and stewardship; * Improve office efficiency through effective use of software and tools; * Provide excellent customer service: respond to alumni inquiries and share information with stakeholders; * Coordinate College events (e.g., reunions, donor recognition, All-Vehicle Show, networking) and identify opportunities for new or improved events; * Manage alumni webpage content and functionality for accuracy and engagement; * Track team projects, tasks, and deliverables; * Supervise student employees as needed; * Perform other duties as assigned. Volunteers * Act as the primary contact for staff and faculty seeking to engage volunteers; * Develop and implement policies and best practices for volunteer services; * Ensure volunteers receive necessary training and understand College policies; * Expand the volunteer base through outreach to businesses, organizations, and individuals; * Maintain an accurate volunteer database and establish a consistent communication plan to welcome and steward volunteers; * Collaborate with campus stakeholders to promote volunteer programs and identify opportunities for greater impact; * Facilitate meaningful volunteer contributions to enhance the College environment; * Build strong relationships with volunteers to position them as valued partners, potential donors, and advocates for MassBay. This list is not to be considered all-inclusive. A supervisor may assign other duties as required to meet the needs and foster the mission of the College. All employees of MassBay are expected to work collegially and collaboratively within a community that values and celebrates the variety of student experience. Minimum Qualifications: Bachelor's degree in Education, Counseling, Psychology, Business Administration, Mathematics, Computer Science, or other field related to area of assignment; with three (3) years experience and/or training involving area of assignment, which may include college registration, academic advisement, career development, career experience, training, curriculum development, audio/visual or graphic production, grant administration, budget development, program/project management, event planning, administrative work in an academic environment, or personal computer operations; or an equivalent combination of education, training, and experience. Preferred Qualifications: * Sensitivity and commitment to the goals of Affirmative Action; * Experience working in a community college or similar environment; * Demonstrated commitment to working with students in need; * Two (2) - three (3) years of relevant work experience in Alumni Relations or similar role in Institutional Advancement; * Proficient with Microsoft Office Suite: Word, Outlook, PowerPoint and Excel; * Familiarity with customer relationship management (CRM) databases; * Experience using online design tools (e.g., Canva) to create marketing materials and leveraging social media platforms for engagement; * Excellent attention to detail and follow-through; * Excellent analytical, organizational, and communications skills; * Ability to listen and express ideas and thoughts effectively; * Ability to work effectively with a diverse population of faculty, staff, students, board members, and other external and internal stakeholders; * Demonstrated ability to solve problems creatively in a fast-paced environment; * Commitment to continuous growth in the role by staying current on industry news and trends, and using those insights to spark new ideas and expand the work; * Passion for relationship-building; * Experience working in a diverse environment; * Valid driver's license and ability to travel and work across multiple campuses and locations; * Ability to lift and carry up to 20 lbs and assist with transporting, loading and unloading materials for events. Additional Information: Salary Range: $65,370 - $73,100, in accordance with one's education and experience as dictated by the collective bargaining agreement classification compensation structure. As a Massachusetts State Employee, you are offered an outstanding suite of benefits adding value to your salary. * Array of choices for health insurance plans to meet individual/ family needs * Affordable Dental Insurance and vision discount program * 12 paid State/ Federal holidays * Generous sick, vacation, and personal time * Flexible Spending Plans to reduce your taxable income * Low-cost basic and optional life insurance * Defined Benefit Pension Plan, providing a fixed, pre-established benefit for employees at retirement * Thinking to save more money towards retirement: consider Deferred Compensation plans i.e., 457(b) or 403(b). * Tuition Benefits for employees and dependents at state colleges and universities * Free Employee Assistance Program (EAP) * Eligibility towards Public Service Loan Forgiveness (PSLF) * Free gym and parking on campus Need more info: ******************************************* Position Type: MCCC Unit Professional Grade 4 Deadline: January 31, 2026 or after that until filled. To Apply: Please include a letter of interest and resume with your online application. Staff Final candidates are required to provide sealed transcripts and/or certifications. Hiring is contingent upon a successful CORI clearance. Massachusetts Bay Community College is an affirmative action/equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, veteran status, genetic information, gender identity or sexual orientation in its programs and activities as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and college policies. The College prohibits sexual harassment, including sexual violence. Inquiries or complaints concerning discrimination, harassment, retaliation or sexual violence shall be referred to the College's Affirmative Action and/or Title IX Coordinator, the Massachusetts Commission Against Discrimination, the Equal Employment Opportunities Commission or the United States Department of Education's Office for Civil Rights.

The Advancement Communications and Engagement Coordinator is a newly established role aimed at enhancing Walker's visibility and deepening engagement with corporate partners, local businesses, schools, and community members and organizations. This position plays a pivotal role in cultivating new relationships, securing event partnerships, and amplifying awareness of Walker's mission. Reporting to the Vice President of Advancement, the Coordinator supports Advancement marketing, outreach, and fundraising initiatives aligned with Walker's strategic priorities. Hours: 40 hours per week; additional flexible hours may be required. This exempt position includes occasional evening and weekend commitments throughout the year. Essential Functions: Cultivate and maintain relationships with corporations, small businesses, schools, and other community entities to support fundraising efforts and host events. Research, identify, and engage prospective corporate and community partners whose values align with Walker's mission. Plan and execute events and engagement opportunities that enhance visibility and foster meaningful connections. Represent Walker at community events, fairs, and networking functions to promote awareness and build relationships. Track, analyze, and report on engagement metrics, activities, and event outcomes to inform strategy. Collaborate on the development of Advancement marketing materials, social media content, and digital campaigns that spotlight fundraising initiatives and community partnerships. Support relationship management by preparing background materials, documenting engagement activities, and coordinating follow-up communications. Provide hands-on support to the Advancement team during peak periods for events and fundraising appeals, as needed. Other duties as assigned. Qualifications Bachelor's degree or equivalent experience in communications, marketing, nonprofit management, or a related field. Strong communication and interpersonal skills with the ability to engage diverse audiences. Excellent organizational and project management abilities, with attention to detail. Creative thinker with an interest in storytelling and community building. Proficiency in Microsoft Office and comfort with CRM, email marketing, and social media platforms. Enthusiasm for philanthropy, partnership development, and community engagement.

Anna Dealy

Communications Coordinator Department: Communications Office Hours: Full-time with the flexibility to work nights and weekends FLSA: Non-Exempt Classification: Staff (12-month) Salary Range: $26 to $31 per hour, based on experience and qualifications. Milton Academy is an independent college preparatory K 12 school, boarding and day in grades 9 12, located just outside of Boston. Milton Academy cultivates in its students a passion for learning and a respect for others. Embracing diversity and the pursuit of excellence, we create a community in which individuals develop competence, confidence and character. Our active learning environment, in and out of the classroom, develops creative and critical thinkers, unafraid to express their ideas, prepared to seek meaningful lifetime success and live by our motto, Dare to be true. Summary of Position: The communications coordinator is responsible for support of communications activities, deliverables and experiences, as well as content concepting and execution under the direction of senior content personnel in the Communications Office. Essential Functions and Responsibilities: Create and distribute content across all divisions and departments, including emails, newsletters, marketing collateral, speeches, talking points, multimedia projects, and other editorial materials. Execute content strategy in collaboration with the assistant director of creative content and the senior associate director of content and editorial services to tell Milton s story and strengthen relationships with key audiences. Manage content planning and performance, including building and maintaining content calendars, tracking engagement, and monitoring and reporting analytics. Develop and manage digital content for Milton s intranet, social media platforms, and other digital properties, including content capture, campaign execution, posting, and audience engagement. Support event communications and coverage, promoting internal and fundraising events and capturing basic photo and video content using a smartphone. Serve as a communications liaison to campus partners, alumni, parents, and the Advancement team, supporting alumni web content, day-to-day updates, and navigation improvements. Support Milton Magazine, including contributing content ideas and managing class notes and In Memoriam sections in collaboration with the Advancement Office. Ensure brand consistency across all digital channels and maintain documentation of digital standards, workflows, and technical requirements. Manage and support digital systems, including integrations between asset management and calendaring platforms and onboarding of new tools and partners. Engage confidently with students, faculty, and staff to gather content and get the shot when needed. Supervision to be received: Reports to the assistant director of creative content. Supervision to be exercised: There are no direct reports for this position. Education/Certification/Licensure Required: A bachelor s degree Preferred: A bachelor s degree in a related field (communications, marketing, journalism, English) is preferred but not a requirement. Experience Required: Knowledge of social media platforms (Instagram, LinkedIn, YouTube, Facebook, TikTok, X, etc.) and general experience creating content in either a professional, volunteer, or educational program setting. Preferred: General marketing skills and experience Competencies Required: Engages diverse audiences students, faculty, alumni, and families with clarity and purpose. Communicates effectively in writing and in conversation; builds trust and strong working relationships. Works independently and collaboratively, partnering smoothly across departments and with external stakeholders. Manages multiple priorities, setting realistic deadlines and delivering high-quality work on time. Demonstrates strong attention to detail and quality control. Provides excellent internal customer service, clearly communicating progress, priorities, and next steps. Uses digital tools confidently, including Google Workspace, Microsoft Office, Canva, and Adobe Creative Cloud. Handles confidential information with discretion and sound judgment. Seeks and incorporates feedback, and is receptive to supervision and professional growth. Thrives in a school community, contributing positively to a dynamic educational environment. Is fluent in social media, creating engaging, platform-appropriate content. Preferred Familiarity with digital marketing tools, visual asset management systems, and website content management. Design capability, using Canva and/or Adobe tools. Personal Qualities Required: Passionate about marketing, branding, and communications. Balances strategy and execution, thinking ahead while delivering high-quality work. Thrives in a fast-paced, lean environment, taking initiative and moving work forward. Works independently and collaboratively, building positive relationships across campus. Approaches work with curiosity and adaptability, eager to learn and try new approaches. Creative and results-oriented, focused on ideas that lead to impact. Physical Abilities Required: Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. Must be able to move around the Milton Academy campus without restriction. Must be able to lift up to 20 pounds. All interested internal candidates must complete an application for promotion or transfer and inform your supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. Milton Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of any category protected by federal, state, or local law, including but not limited to race, color, sex, sexual orientation, gender identity, gender expression, religion, disability, age genetic information, veteran status, ancestry, citizenship or national or ethnic origin.

Communications Coordinator Department: Communications Office Hours: Full-time with the flexibility to work nights and weekends FLSA: Non-Exempt Classification: Staff (12-month) Salary Range: $26 to $31 per hour, based on experience and qualifications. Milton Academy is an independent college preparatory K-12 school, boarding and day in grades 9-12, located just outside of Boston. Milton Academy cultivates in its students a passion for learning and a respect for others. Embracing diversity and the pursuit of excellence, we create a community in which individuals develop competence, confidence and character. Our active learning environment, in and out of the classroom, develops creative and critical thinkers, unafraid to express their ideas, prepared to seek meaningful lifetime success and live by our motto, “Dare to be true.” Summary of Position: The communications coordinator is responsible for support of communications activities, deliverables and experiences, as well as content concepting and execution under the direction of senior content personnel in the Communications Office. Essential Functions and Responsibilities: Create and distribute content across all divisions and departments, including emails, newsletters, marketing collateral, speeches, talking points, multimedia projects, and other editorial materials. Execute content strategy in collaboration with the assistant director of creative content and the senior associate director of content and editorial services to tell Milton's story and strengthen relationships with key audiences. Manage content planning and performance, including building and maintaining content calendars, tracking engagement, and monitoring and reporting analytics. Develop and manage digital content for Milton's intranet, social media platforms, and other digital properties, including content capture, campaign execution, posting, and audience engagement. Support event communications and coverage, promoting internal and fundraising events and capturing basic photo and video content using a smartphone. Serve as a communications liaison to campus partners, alumni, parents, and the Advancement team, supporting alumni web content, day-to-day updates, and navigation improvements. Support Milton Magazine, including contributing content ideas and managing class notes and In Memoriam sections in collaboration with the Advancement Office. Ensure brand consistency across all digital channels and maintain documentation of digital standards, workflows, and technical requirements. Manage and support digital systems, including integrations between asset management and calendaring platforms and onboarding of new tools and partners. Engage confidently with students, faculty, and staff to gather content and “get the shot” when needed. Supervision to be received: Reports to the assistant director of creative content. Supervision to be exercised: There are no direct reports for this position. Education/Certification/Licensure Required: A bachelor's degree Preferred: A bachelor's degree in a related field (communications, marketing, journalism, English) is preferred but not a requirement. Experience Required: Knowledge of social media platforms (Instagram, LinkedIn, YouTube, Facebook, TikTok, X, etc.) and general experience creating content in either a professional, volunteer, or educational program setting. Preferred: General marketing skills and experience Competencies Required: Engages diverse audiences-students, faculty, alumni, and families-with clarity and purpose. Communicates effectively in writing and in conversation; builds trust and strong working relationships. Works independently and collaboratively, partnering smoothly across departments and with external stakeholders. Manages multiple priorities, setting realistic deadlines and delivering high-quality work on time. Demonstrates strong attention to detail and quality control. Provides excellent internal customer service, clearly communicating progress, priorities, and next steps. Uses digital tools confidently, including Google Workspace, Microsoft Office, Canva, and Adobe Creative Cloud. Handles confidential information with discretion and sound judgment. Seeks and incorporates feedback, and is receptive to supervision and professional growth. Thrives in a school community, contributing positively to a dynamic educational environment. Is fluent in social media, creating engaging, platform-appropriate content. Preferred Familiarity with digital marketing tools, visual asset management systems, and website content management. Design capability, using Canva and/or Adobe tools. Personal Qualities Required: Passionate about marketing, branding, and communications. Balances strategy and execution, thinking ahead while delivering high-quality work. Thrives in a fast-paced, lean environment, taking initiative and moving work forward. Works independently and collaboratively, building positive relationships across campus. Approaches work with curiosity and adaptability, eager to learn and try new approaches. Creative and results-oriented, focused on ideas that lead to impact. Physical Abilities Required: Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. Must be able to move around the Milton Academy campus without restriction. Must be able to lift up to 20 pounds. All interested internal candidates must complete an application for promotion or transfer and inform your supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. Milton Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of any category protected by federal, state, or local law, including but not limited to race, color, sex, sexual orientation, gender identity, gender expression, religion, disability, age genetic information, veteran status, ancestry, citizenship or national or ethnic origin.

THIS IS A LONG-TERM SUB POSITION that is expected to start on 11/12/2025 and end on 11/26/2025. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (****************************************** The BTU Specialist will provide support to the students with disabilities enrolled in the ABA Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Specialized Services (OSS). Reports to: Principal(s)/Head of School(s) or OSE Program Director (in certain schools) with support from OSS Responsibilities * Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSE * Provide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action Plans * Collaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators * Provide case management and liaison with other schools, district, and community-based providers * Participate as members of Service Teams and Evaluation Teams * Provide consultation and professional development to colleagues Core Competencies: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP should demonstrate. * Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice) * Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. * Consistently defines high expectations for student learning goals and behavior. * Assesses student learning regularly using a variety of assessments to measure growth, and understanding. * Effectively analyzes data from assessments, draws conclusions, and shares them appropriately. * Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development) * Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. * Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes. * Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge) * Builds a productive learning environment where every student participates and is valued as part of the class community. * Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. * Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students. * Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment) * Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. * Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration) * Engages with families and builds collaborative, respectful relationships with them in service of student learning. * Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home. * Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation) * Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. * Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level. * Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Qualifications - Required * Board Certification as a Behavior Analyst (BCBA). * Holds a Moderate or Severe Disabilities License from the State of Massachusetts. * Experience delivering these support services to students with disabilities. * Ability to meet the BPS Standards of Effective Practice as outlined above. Qualification - Preferred * Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license. * Master's Degree in special education or an appropriately related field. * Experience in the Boston Public Schools. * Experience working in urban public schools. * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Group I Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

North Suffolk is looking for an Addictions Specialist to join our ACCS teams! As an Addictions Specialist / Substance Abuse Specialist, you'll lead the team in working with persons served to understand how substance use and potentially addictive behavior impacts the person's health. Your goal will be to help the team develop a plan to address the level of use and the impact of substance use and addictive behavior and the persons' readiness for change. The Adult Community Clinical Services Program (ACCS) assists adults diagnosed with serious and persistent mental illness who have been referred by the Department of Mental Health. This is a clinical program based on the principles of Psychiatric Rehabilitation, person-centered planning, and the belief that recovery is possible. Persons served may live on their own, in group homes or in North Suffolk owned properties. Each person served works with an Integrated Team that includes licensed clinicians, psychiatrists, nurses, addiction specialists, peer specialists and community support specialists. Salary starts at $67,500 and is based on licensure and experience. What you'll do: Work collaboratively with Recovery Coaches to provide teaching and modeling to the teams on addressing substance use concerns. Provide direct interventions and supports to persons. Refer persons to community treatment and support programs. Provide, as needed, individual, group, and family counseling and psychoeducational services regarding addictions. Practice evidence based practices including SBIRT, Motivational Interviewing, Stages of Change model and Harm Reduction. May provide functions of LPHA in the Integrated Team if person possesses LADC-1 licensure level. Document each person's progress in the confidential record according to established methods and procedures. Carry out the assigned interventions and action steps of the treatment plan, to people on an individual, group, and family basis in the office and in community settings. Teach behavioral symptom-management techniques to alleviate and manage symptoms not reduced by medication and to promote personal growth and development by assisting people to adapt to and cope with internal and external stresses. Provide interventions to assigned persons in GLE settings What You'll Need: Education / Licensure: LADC - I (Licensed Alcohol and Drug Counselor) license preferred. LADC-II, CADC or CADC-II required OR in lieu of certification or licensure, a person with at least 2 years of experience in addictions treatment setting and/or a Certified Recovery Coach that can demonstrate an understand of core competencies in the field may be considered. Experience: Previous experience in the provision of clinical or rehabilitative services to adults with substance use disorders and other addictive behaviors required. Skills: A valid Driver's license. Must be MAP certified and CPR/1st aide certified within the first five months of hire (training provided). How You'll Stand Out: Previous experience in the provision of clinical or rehabilitative services to adults with psychiatric disorders preferred. Previous supervisory experience preferred, but not required. Competitive & Comprehensive Benefits: Paid Time Off - Two weeks' Vacation per year (three weeks after 1 year of service), 12 Sick Days per year, and 11 Paid Holidays per year Eligible employer for the Public Service Loan Forgiveness program Health & Dental Insurance, with generous employer contribution Employer Paid Life Insurance 403 (b) Retirement Plan with employer matching Voluntary Short and Long Term Disability Insurance Medical & Dependent Care Flexible Spending Accounts Access to Credit Union Banking Access to State Tuition Remission Program (Worksite Specific) Employee Referral Bonus Program Discounted Movie Tickets Comprehensive Training Program Internal Advancement Opportunities

We are seeking Peer Support Specialists for our Adult Community Clinical Services Program (ACCS)! As a Peer Specialist for North Suffolk, you'll build supportive relationships that promote empowerment and self-learning. The Peer Specialist position is designated for a person who has lived experience and wants to help guide others through the recovery process. We have full and part-time positions available in Boston, East Boston and Chelsea. Please indicate preferred location in application. Salaries start at $47,500 for non-certified applicants and $51,300 for Certified Peers. Additional language differential for fluency in American Sign Language - please indicate language skills in application! . What you'll do: Support persons served through Life and Care transitions, including visiting a hospital or other restrictive setting in order to provide connection and transition planning. Help clients establish goals to aid in their recovery Educate non-peer staff about self-directed care and how to best support a person through risk and crisis situations. Use peer-supported Evidence Based Practices including WRAP, Motivational Interviewing, mindfulness exercises, Stages of Change, and others Commit to becoming an Agent of Change through presenting regular trainings and periodic in-service trainings for non-peer staff Provide support through self-disclosure of one's own experiences and the tenets of Recovery to develop the skills for self-advocacy Facilitate and co-facilitate skill-building, mutually supportive groups, and emphasize the importance of quality of life activities and community membership. Actively participate in North Suffolk peer team membership through recovery events Seek Continuing Education in the Peer Support field to ensure that best practices are upheld and that emerging evidence is incorporated into the work. What You'll Need: Education: Must possess or be willing/eligible to obtain one of the following Certifications within the first six months of employment: Certified Peer Specialist (CPS), Certified Addiction Recovery Coach (CARC) or Family Partner Experience: Must identify as having Lived Experience of a Mental Health Diagnosis, a Substance Use Addiction, Extreme States, or Trauma that has caused significant life disruption Possess a desire to share those experiences in a purposeful and intentional way to influence the mental health system and provide recovery oriented support to those in ACCS services. Skills: Driver's license preferred but not required. Must be CPR/first aid certified within five months of hire (training provided). Competitive & Comprehensive Benefits: Paid Time Off - Two weeks' Vacation per year (three weeks after 2 years of service), 12 Sick Days per year, and 11 Paid Holidays per year Eligible employer for the PSLF program North Suffolk qualifies as an H-1B Cap-Exempt employer (for eligible positions) North Suffolk offers visa and permanent resident card support to active employees Health & Dental Insurance, with generous employer contribution Employer Paid Life Insurance 403 (b) Retirement Plan with employer matching Voluntary Short and Long Term Disability Insurance Medical & Dependent Care Flexible Spending Accounts Access to Credit Union Banking Access to State Tuition Remission Program (Worksite Specific) Employee Referral Bonus Program Discounted Movie Tickets Comprehensive Training Program Internal Advancement Opportunities

Friday, Saturday and Sunday 7am-3pm Who We Are: BAMSI has been “bringing people and services together” since 1975. Our Certified Community Behavioral Health Clinic (CCBHC) in Whitman provides integrated, holistic care, ensuring our community has access to comprehensive mental health, substance use, and medical support all in one place. Why BAMSI: BAMSI's Respite Services program delivers short term, clinical, community-based treatment services providing opportunities for stabilization to adults with Mental Illness. These services are provided to individuals either on-site while they reside at the program, or in their current living situation. Components of the program include assessment, crisis management, symptom management, and medication education. What We Offer: (Benefits available for 30+ hours / Limited benefits available Time Off - 4 weeks combined vacation, personal and cultural holiday. 12 paid holidays 2 weeks Sick Time Highly Specialized Paid Trainings including opportunity to earn CEUs HSA and Competitive Benefit Package 403B plan with discretionary match Wellness Activities Employee Assistance Program Career Development Opportunities Why BAMSI? Integrated Care: Be a vital part of a multidisciplinary team, bridging behavioral and physical health for whole-person care. Work-Life Balance: Generous paid time off package to support your well-being. Growth & Support: Receive supervision from an experienced Consulting Psychiatrist and free CEU-eligible clinical trainings. Meaningful Work: Provide compassionate care to those who need it most within an innovative CCBHC model. General Statement of Duties: To provide rehabilitation and stabilization support services to individuals with mental health issues, promoting growth, independence, and dignity. Services are provided on-site or in the individuals' community settings. Qualifications: High school diploma or GED required Previous experience working with individuals with mental health issues preferred Valid driver's license in state of residence and own means of transportation Willing to provide backup coverage as a Respite Community Specialist Key Responsibilities: Provide community-based respite care, addressing daily needs to foster independence and self-determination Teach socialization skills and Activities of Daily Living (ADLs), including household maintenance, medication and money management, and personal care Supervise medication self-administration and document accordingly, following Department of Public Health's (DPH) Medication Administration Program (MAP) policies Facilitate community-based activities, assist with treatment plan implementation, and act as an advocate and role model for individuals served Communication, Documentation, and Teamwork: Follow protocols for incident reporting and documentation, including service notes and medication records Participate in team meetings, fire drills, and training sessions Ensure safety standards, assist with staff coverage, and communicate professionally Other: Utilize universal precautions and adhere to safety instructions Complete any additional duties assigned by supervision 24 Hours Friday, Saturday and Sunday 7am-3pm

Holyoke Public Schools is a PreK-12 public school district serving nearly 5,100 students, of whom 80 percent are Latino/Latina, in 11 schools. We employ nearly 1,300 people who together educate and support a richly diverse community of learners. We are committed to recruiting and retaining top-quality educators who believe all children can and will learn and who strive daily to make school a joyful place of discovery, support, and belonging. Holyoke Public Schools' strategic plan, “Moving Forward Together,” builds on the strengths of our past while serving as a call to action to accelerate student learning by thinking differently about how we teach, how we work together, and how we support students' well being. Our Equity Commitments are pledges we are making to address systemic equity challenges. We intentionally build a community that is anti-racist, inclusive, and culturally responsive. We ensure that students, families, and staff get the support they need to be successful. We seek out and incorporate the voices of those impacted, with a commitment to include those who have been excluded in the past. We promote access and inclusion for all students, staff, and families. We respect, embrace, and honor the diversity of our students, families, staff, and community. We reflect on our own behavior to minimize harm to others. We create a culture of acceptance and empathy so that everyone feels valued and is able to contribute to our community's success. Please visit the Holyoke Public Schools website to learn more about us as well as some of our recent accomplishments. - Spanish: Las Escuelas Públicas de Holyoke son un distrito escolar público de prekínder a 12.° grado que acoge a casi 5100 estudiantes, de los cuales el 80 por ciento son latinos/latinas. Empleamos a casi 1300 personas que, juntas, educan y apoyan a una comunidad de estudiantes muy diversa. Estamos comprometidos a contratar y retener educadores de alta calidad que tengan la certeza de que todos los niños pueden y podrán aprender, y que también se esfuercen diariamente por hacer de la escuela un lugar alegre de descubrimiento, apoyo y pertenencia. El plan estratégico de las Escuelas Públicas de Holyoke , "Avanzando Juntos", toma en cuenta nuestras fortalezas anteriores y al mismo tiempo sirve como un llamado a la acción para acelerar el aprendizaje de los estudiantes a través de una perspectiva diferente sobre cómo enseñamos, cómo trabajamos juntos y cómo apoyamos el bienestar de los estudiantes. Nuestros compromisos de equidad son promesas que hacemos para abordar los desafíos de equidad sistémica. Construimos intencionadamente una comunidad antirracista, inclusiva y culturalmente receptiva. Nos aseguramos de que los estudiantes, las familias y el personal reciban el apoyo que necesitan para tener éxito. Buscamos e incorporamos las voces de los afectados, con el compromiso de incluir a los que han sido excluidos en el pasado. Promovemos el acceso y la inclusión de todos los estudiantes, el personal y las familias. Respetamos, acogemos y honramos la diversidad de nuestros alumnos, familias, personal y comunidad. Reflexionamos sobre nuestro propio comportamiento para minimizar el daño a los demás. Creamos una cultura de aceptación y empatía para que todos se sientan valorados y puedan contribuir al éxito de nuestra comunidad. Por favor, visite el sitio web de las Escuelas Públicas de Holyoke en ********************* para obtener más información sobre nosotros y algunos de nuestros logros recientes. Goal: The primary role of the Autism Specialist/BCBA is to support the development, implementation, and refinement of programmatic and individual social and behavioral supports, using strategies based on principles of applied behavior analysis (ABA). The Autism Specialist/BCBA will function in a consultative role, whose expertise will increase the capacity of all team members to effectively provide least restrictive behaviorally-based supports to students and related professional development and direct training to staff throughout each school day. The following outline of the role and responsibilities is intended to provide a broad overview, but is subject to change according to the needs of the school district, as required by the Director of Intensive Services, Chief of Pupil Services, and Receiver/Superintendent of Schools. Adheres to all ethical guidelines, as outlined by the BACB. Adheres to all state and district designed special education processes and procedures. Creates & implements staff training and development around principles of ABA and related school-based topics during building based and district wide professional development opportunities throughout the school year, as directed by Director of Intensive Services and building principal. Direct supervison of assigned RBT staff Conducts assessments including, but not limited to: Functional Behavioral Assessment/Analysis (FBA/FA), adaptive assessments (ie. Vineland, ABAS-3), social/language/skills-based assessments (ie. ABLLS-R, VB-MAPP, AFLS), home visits, and other related assessments necessary to analyze measurable information to formulate team recommendations and action planning toward overcoming learning barriers and meeting IEP goals and objectives Collaborates with educational teams to create Behavior Support Plans (BSP) and other behaviorally based student support interventions, that are feasible for implementation across all educational settings. Creates and implements structured program/individual staff training on therapeutic staff design/implementation of BSPs and other individualized recommended strategies to ensure: high fidelity of implementation, progress monitoring, and student success and independence. Models applied behavior analytic intervention strategies and data collection techniques for direct service providers, classroom teachers, paraprofessionals, and other school-based stakeholders Monitors data on a scheduled basis, identifies change timelines, shares action steps to staff, and provides real time feedback to staff following observations. Directly assists and supports teams with crisis/safety situations where staff require additional direct support and/or modeling. Supports crisis situations, using least aversive procedures, and works under the guidance of building administration regarding action planning. Provides program/individual staff consultation on development/ implementation of Discrete Trials Training programs and other ABA-based teaching methodologies to promote student learning success. Provides staff consultation on assessment and implementation of social skills instruction. Facilitates action and solution based team consultation meetings with classroom teachers/related service providers/paraprofessional staff, as needed by IEP team members and other stakeholders. Attends all required IEP meetings, when role is assigned to IEP or an evaluation has been requested/completed. Attends all additionally requested meetings with IEP teams, families, and/or community stakeholders Fulfills all written IEP responsibilities, including but not limited to: student strengths and key evaluation summaries, accomodations, methodologies, service delivery grid. Provides consultation to the team on social/behavioral goals/objectives, as needed. Provides consultation to families and community stakeholders, as requested. Schedules and documents provision of services to students, as outlined in individual IEPs Assists in maintaining & updating internal and external Shared Resources (ie. internal G-drive resources, external HPS Autism Resource Webpage) Serves as a member of Child Study Teams (CST), as requested by principal and/or Director of Intensive Services. Performs other duties as requested by the building principal, the Coordinator of Special Education, or the Director of Pupil Services, within the scope of job description. Additional Job Requirements: Board Certified Behavior Analyst (BCBA) & State Licensed Behavior Analysts (LABA) Preferred BACB Supervision certification preferred Experience writing IEP goals and objectives Experience with staff training Working knowledge of the Massachusetts Curriculum Frameworks Effective communication skills with families and community stakeholders Experience working in an urban setting preferred At least 2-4 years of relevant experience preferred Bilingual Preferred Master degree preferred Teaching license preferred, but not required Salary commensurate with experience Citizenship, residency in United States required Other duties as assigned

Holyoke Public Schools is a PreK-12 public school district serving nearly 5,100 students, of whom 80 percent are Latino/Latina, in 11 schools. We employ nearly 1,300 people who together educate and support a richly diverse community of learners. We are committed to recruiting and retaining top-quality educators who believe all children can and will learn and who strive daily to make school a joyful place of discovery, support, and belonging. Holyoke Public Schools' strategic plan, "Moving Forward Together," builds on the strengths of our past while serving as a call to action to accelerate student learning by thinking differently about how we teach, how we work together, and how we support students' well being. Our Equity Commitments are pledges we are making to address systemic equity challenges. * We intentionally build a community that is anti-racist, inclusive, and culturally responsive. * We ensure that students, families, and staff get the support they need to be successful. * We seek out and incorporate the voices of those impacted, with a commitment to include those who have been excluded in the past. * We promote access and inclusion for all students, staff, and families. * We respect, embrace, and honor the diversity of our students, families, staff, and community. * We reflect on our own behavior to minimize harm to others. * We create a culture of acceptance and empathy so that everyone feels valued and is able to contribute to our community's success. Please visit the Holyoke Public Schools website to learn more about us as well as some of our recent accomplishments. * Spanish: Las Escuelas Públicas de Holyoke son un distrito escolar público de prekínder a 12.° grado que acoge a casi 5100 estudiantes, de los cuales el 80 por ciento son latinos/latinas. Empleamos a casi 1300 personas que, juntas, educan y apoyan a una comunidad de estudiantes muy diversa. Estamos comprometidos a contratar y retener educadores de alta calidad que tengan la certeza de que todos los niños pueden y podrán aprender, y que también se esfuercen diariamente por hacer de la escuela un lugar alegre de descubrimiento, apoyo y pertenencia. El plan estratégico de las Escuelas Públicas de Holyoke , "Avanzando Juntos", toma en cuenta nuestras fortalezas anteriores y al mismo tiempo sirve como un llamado a la acción para acelerar el aprendizaje de los estudiantes a través de una perspectiva diferente sobre cómo enseñamos, cómo trabajamos juntos y cómo apoyamos el bienestar de los estudiantes. Nuestros compromisos de equidad son promesas que hacemos para abordar los desafíos de equidad sistémica. * Construimos intencionadamente una comunidad antirracista, inclusiva y culturalmente receptiva. * Nos aseguramos de que los estudiantes, las familias y el personal reciban el apoyo que necesitan para tener éxito. * Buscamos e incorporamos las voces de los afectados, con el compromiso de incluir a los que han sido excluidos en el pasado. * Promovemos el acceso y la inclusión de todos los estudiantes, el personal y las familias. * Respetamos, acogemos y honramos la diversidad de nuestros alumnos, familias, personal y comunidad. * Reflexionamos sobre nuestro propio comportamiento para minimizar el daño a los demás. * Creamos una cultura de aceptación y empatía para que todos se sientan valorados y puedan contribuir al éxito de nuestra comunidad. Por favor, visite el sitio web de las Escuelas Públicas de Holyoke en ********************* para obtener más información sobre nosotros y algunos de nuestros logros recientes. Goal: The primary role of the Autism Specialist/BCBA is to support the development, implementation, and refinement of programmatic and individual social and behavioral supports, using strategies based on principles of applied behavior analysis (ABA). The Autism Specialist/BCBA will function in a consultative role, whose expertise will increase the capacity of all team members to effectively provide least restrictive behaviorally-based supports to students and related professional development and direct training to staff throughout each school day. The following outline of the role and responsibilities is intended to provide a broad overview, but is subject to change according to the needs of the school district, as required by the Director of Intensive Services, Chief of Pupil Services, and Receiver/Superintendent of Schools. * Adheres to all ethical guidelines, as outlined by the BACB. Adheres to all state and district designed special education processes and procedures. * Creates & implements staff training and development around principles of ABA and related school-based topics during building based and district wide professional development opportunities throughout the school year, as directed by Director of Intensive Services and building principal. * Direct supervison of assigned RBT staff * Conducts assessments including, but not limited to: Functional Behavioral Assessment/Analysis (FBA/FA), adaptive assessments (ie. Vineland, ABAS-3), social/language/skills-based assessments (ie. ABLLS-R, VB-MAPP, AFLS), home visits, and other related assessments necessary to analyze measurable information to formulate team recommendations and action planning toward overcoming learning barriers and meeting IEP goals and objectives * Collaborates with educational teams to create Behavior Support Plans (BSP) and other behaviorally based student support interventions, that are feasible for implementation across all educational settings. * Creates and implements structured program/individual staff training on therapeutic staff design/implementation of BSPs and other individualized recommended strategies to ensure: high fidelity of implementation, progress monitoring, and student success and independence. * Models applied behavior analytic intervention strategies and data collection techniques for direct service providers, classroom teachers, paraprofessionals, and other school-based stakeholders * Monitors data on a scheduled basis, identifies change timelines, shares action steps to staff, and provides real time feedback to staff following observations. * Directly assists and supports teams with crisis/safety situations where staff require additional direct support and/or modeling. Supports crisis situations, using least aversive procedures, and works under the guidance of building administration regarding action planning. * Provides program/individual staff consultation on development/ implementation of Discrete Trials Training programs and other ABA-based teaching methodologies to promote student learning success. * Provides staff consultation on assessment and implementation of social skills instruction. * Facilitates action and solution based team consultation meetings with classroom teachers/related service providers/paraprofessional staff, as needed by IEP team members and other stakeholders. * Attends all required IEP meetings, when role is assigned to IEP or an evaluation has been requested/completed. Attends all additionally requested meetings with IEP teams, families, and/or community stakeholders * Fulfills all written IEP responsibilities, including but not limited to: student strengths and key evaluation summaries, accomodations, methodologies, service delivery grid. Provides consultation to the team on social/behavioral goals/objectives, as needed. * Provides consultation to families and community stakeholders, as requested. * Schedules and documents provision of services to students, as outlined in individual IEPs * Assists in maintaining & updating internal and external Shared Resources (ie. internal G-drive resources, external HPS Autism Resource Webpage) * Serves as a member of Child Study Teams (CST), as requested by principal and/or Director of Intensive Services. * Performs other duties as requested by the building principal, the Coordinator of Special Education, or the Director of Pupil Services, within the scope of job description. Additional Job Requirements: * Board Certified Behavior Analyst (BCBA) & State Licensed Behavior Analysts (LABA) Preferred * BACB Supervision certification preferred * Experience writing IEP goals and objectives * Experience with staff training * Working knowledge of the Massachusetts Curriculum Frameworks * Effective communication skills with families and community stakeholders * Experience working in an urban setting preferred * At least 2-4 years of relevant experience preferred * Bilingual Preferred * Master degree preferred * Teaching license preferred, but not required * Salary commensurate with experience * Citizenship, residency in United States required * Other duties as assigned

Who is the Boston Renaissance Charter Public School? The mission of Boston Renaissance Charter Public School is to foster academic, social, and emotional growth while building confidence, character, and citizenship. We achieve this through a whole-child educational approach that emphasizes academic excellence aligned with Massachusetts Curriculum Frameworks and Common Core Standards. Additionally, we prioritize social and emotional well-being, supported by a dedicated team of mental health professionals and comprehensive staff training. What do we believe about our students? At the Boston Renaissance Charter Public School we believe children learn best when they feel loved and connected to caring adults. Education should equip them with knowledge, skills, and personal attributes for success in a changing world. We emphasize inspiring students to dream big and believe no goal is beyond their reach. What do we believe about Diversity Equity and Inclusion? At Boston Renaissance Charter Public School we are dedicated to fostering a diverse, equitable, and inclusive culture. We strive to create an anti-racist environment that educates the whole child while celebrating and respecting all differences. We are committed to continuously auditing systems to address biases and actively working to eliminate inequities, ensuring a welcoming environment for all community members, regardless of background or identity. What do we believe about our staff? At Boston Renaissance Charter Public School we believe highly qualified, student centered and cultural responsive educators are at the center of the work we are doing. Teachers are seen as leaders with a responsibility to be self-reflective learners, constantly improving their practice. We are looking for teachers who: * Prioritize Student Growth: Educators who are committed to fostering academic excellence while supporting students' social and emotional well-being. * Embrace Diversity and Inclusion: Individuals who value and celebrate diversity, creating an inclusive classroom where every student feels respected, valued, and empowered. * Innovate and Inspire: Creative thinkers who use engaging, student-centered teaching strategies to inspire curiosity, critical thinking, and a love for learning. * Collaborate and Lead: Team players who actively collaborate with colleagues, students, and families, and who are ready to take on leadership roles within the school community. * Commit to Continuous Growth: Lifelong learners who reflect on their practice, seek feedback, and are dedicated to professional development and personal growth. Summary: BRCPS is currently seeking a talented, passionate Math Specialist teacher that acts as a resource person by helping teachers develop effective research-based mathematics teaching practices that empower all students to reach personal mastery in mathematics learning. Major Responsibilities: Assess the effectiveness of mathematics instruction as evidenced by student learning Meet and instruct assigned classes in the locations and at the times designated. Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students and employs a variety of instructional techniques and media. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. Guide the learning process toward the achievement of curriculum goals and - in harmony with the goals - establish clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Strive to implement by instruction and action of BRCPS's philosophy of education, instructional goals, and objectives. Assess the accomplishments of students on a regular basis and provides progress reports as required. Maintain accurate, complete, and correct records as required by law, school policy, and administrative regulations. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested. Plan and supervise purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performance. Strive to maintain and improve professional competence. Attend staff meetings and serves on staff committee as required. Morning Duty: Includes active supervision of hallways and classroom. Afternoon Duty: Includes active supervision of dismissal process. Additional duties may be assigned without additional compensation or stipend Qualifications: Bachelor's Degree Required Commitment to ensuring academic success for all students Experience working in an urban setting, preferred Experience working with diverse student populations, preferred Ability to read, interpret, and apply student performance data to instructional planning and execution Required license(s)/MTELs: DESE License: Elementary Math and SEI Endorsement. Or Passing the Massachusetts Tests for Educator Licensure (MTEL), this includes a passing score on the Communication and Literacy Skills test and a passing score on the relevant subject matter knowledge test(s).

Join our Early Childhood team as a CFCE Specialist and take the lead in providing essential support and engaging, early literacy-rich experiences to families with young children (ages 0-5) in our community. We are looking for a dedicated individual to manage and coordinate aspects of this critical program, ensuring services are delivered effectively and in compliance with professional standards and funding expectations. The work schedule varies and may include evenings and weekends to meet family needs. What you will do You will be the welcoming face and key resource for families, directly providing weekly parent/child drop-in playgroups and specialized early childhood events. Your primary focus will be to strengthen parent-child relationships and foster children's early development and kindergarten readiness skills. This involves: Planning and leading developmentally appropriate activities Integrating early literacy Conduct community outreach Provide families with resources and referrals (including Welcome Baby visits) Support transitions like entering kindergarten Additionally, you will be responsible for program management tasks such as registering new families, collecting required data (including assisting with ASQ screenings), completing monthly reports, and overseeing communications like a newsletter/social media outreach. What we are looking for We are seeking a candidate with an Associate's Degree in Early Childhood Education or a related field (or equivalent experience) and a minimum of two years of experience working with parents and young children. You should possess basic knowledge of child development, family dynamics, and pre/postpartum issues. Essential skills include: Ability to establish rapport with diverse families with empathy Work effectively independently and collaboratively as a team player Utilize computer skills for Google documents, calendars, and spreadsheets. Ability to work a flexible schedule that includes nights and weekends Physically be able to actively lead groups for 1-2 hours, move, sing, interact with children, and lift up to 40 pounds to maintain a safe, engaging environment. If you are passionate about supporting young families and creating a positive, nurturing environment where children can thrive, we would love to hear from you. Apply today to join our team and make a meaningful difference in the lives of parents and their children!

Long Term Substitute: Math Specialist (2/6-5/6 Approx.) The purpose of this position is to have an individual who will teach students in the field of Mathematics. Qualifications: Qualified applicants must forward cover letter, resume, transcripts, proof of MA DESE license and SEI Endorsement as well as three current letters of recommendation. Education, Training and Experience: * Bachelor's Degree from an accredited college or university. * Licensure from the Massachusetts Department of Education for the grade(s) and subject(s) assigned. * Demonstrated subject matter competence, highly qualified, in the area of licensure. Curriculum, Planning and Assessment: * Demonstrates sound knowledge and understanding of the high school mathematics common core standards and mathematical practices. * Designs standards-based lessons with challenging and measureable objectives. * Provides a student-centered environment in each class taught. * Effectively integrates technology into the curriculum. * Designs and administers a variety of assessments to measure student learning. * Individually and with colleagues, organizes and analyzes results from assessments and uses findings to adjust instruction. Teaching All Students: * Promotion of high standards and expectations for student proficiency. * Differentiates instruction to meet the needs of all learners. * Promotion of equity and appreciation of diversity. * Create and maintain a safe physical and intellectual environment for students. * Provide opportunities for students to work collaboratively in groups. Family and Community Engagement: * Regularly uses two-way communication with families about student performance and learning. * Communicates respectfully with parents and demonstrates understanding of and sensitivity to different families' home language, culture and values. * Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home. Professional Culture: * Effectively collaborates with colleagues in developing units, examining student work, analyzing student performance and planning interventions. * Continuously participates in professional development to improve teaching practice. Supervision: Supervision Scope: Supervises students and evaluates their achievement. Supervision Given and Received: Supervised by principal and/or director. Salary: As per the WEA contract. Non- Discrimination Notice: Waltham Public Schools does not discriminate on the basis of race, color, religion, disability, national origin, gender, gender identity or sexual orientation. Waltham Public Schools has partnered with the Massachusetts Partnership for Diversity in Education (MPDE) in our effort to welcome diverse candidates to our school system. We value and prioritize the hiring of educators who bring a wealth of perspectives and experiences to our schools, and who reflect the diversity of the students we serve. MPDE is a collaborative of public school districts with a 40-year uninterrupted history committed to supporting the interest of its members to increase the numbers of teachers of color for their schools by providing recruitment support and related services.

Job Description Are you looking for a summer job that will be both fun and rewarding? Do you enjoy spending your summer outside? Do you have experience working with children? Can you bring excitement and energy? If so, we have the perfect opportunity for you! Dedham Community House Summer Camp is hiring for the 2026 camp season. Summer Camp Specialist (18 years and older) positions in: Archery Science/Nature Arts & Crafts STEM Sports Details: We are hiring for the following positions: Camp season runs from June 8th through August 21st Operated Mon-Fri 8:30 am-4:30 pm Offering hours for AM and PM care: 7:30-8:45 am and 4:30-5:45 pm Essential Job Functions: Plan and implement age-appropriate activities in your respected specialty. Incorporating new ideas and feedback from the campers, other camp staff, and yourself as the program runs will aid in the program's success. Clean and organize program area in between each group. Activity plans are due for specialized programs by May 1, June 1, and July 1, 2026. These plans should mimic camp themes and indicate differences in programming for younger, older, and teen campers. Pay: Starts at $16.25 If you have any questions, please reach out! Job Type: Temporary Schedule: 8-hour shift Day shift Monday to Friday

Lynn is a vibrant, seaside urban community located just north of Boston. The city is known for its contemporary public art, historic architecture, thriving downtown cultural district, and abundant public parks, including the scenic Lynn Shore Reservation and the expansive Lynn Woods Reservation. Reflecting the city's international character, Lynn Public Schools is a linguistically and culturally rich community, with 60% of our students speaking two or more languages. Lynn Public Schools proudly serves approximately 17,000 students across 29 school sites within a diverse and dynamic educational landscape. Our district includes: 1 Early Childhood Center 17 Elementary Schools 1 Public Separate Day School 3 Middle Schools 2 Comprehensive High Schools 1 Vocational High School 1 Early College High School 1 STEAM Academy (Grades 6-12) 1 Alternative Education Academy (Grades 9-12) 1 TOGETHER Educating and Advancing Multi-Disabled Students Academy (PreK-12) The Lynn Public School's Vision and Core Values Drawing upon the strength of our community, our families, our students, and our partners, we commit to fulfilling the intellectual, physical, and social-emotional potential of all our students. We work together so our students learn to thrive, advance, and impact the greater community and the world. LPS is committed to our Core Values: Inclusiveness Shared Responsibility Collaborative Relationships High Expectations Inspiring Life-Long Learning Lynn Public Schools is dedicated to the goal of strengthening an environment and school culture that honors and celebrates diversity and responds effectively to the social-emotional experiences of every student and family. JOB DETAILS The Itinerant Elementary ELD (English Language Development) Specialist position (K-5) is a full-time teaching position that focuses on the English language development of identified English learners and/or Dual Language learners (DLLs) in DL programs in the Lynn Public Schools. The ELD teacher develops lessons using WIDA standards for various proficiency levels focusing on the four +1 domains of language (speaking, reading, writing, listening, and cross-linguistic connections). Elementary ELD teachers will collaborate with SEI/DL teachers to effectively support social/academic language development. ELD teachers will use WIDA standards, scaffolds to support language development, and data to develop and reflect on lessons to adequately support students at various proficiency levels. The majority of Itinerant Elementary ELD teachers are assigned to a single building. There are a small number of Itinerant ELD positions that may support two buildings based on EL enrollment. QUALIFICATIONS: Valid license from the Massachusetts Department of Elementary and Secondary Education in ESL PreK-6 SEI Endorsement as applicable Additional content area licensure is encouraged Licensure requirements and validity are subject to change at the discretion of DESE Bachelor's Degree required Master's Degree preferred An understanding of the concepts of institutional and structural racism, and bias, and their impact on underserved and underrepresented communities PERFORMANCE RESPONSIBILITIES: Use WIDA standards and district ELD curriculum maps to plan and implement lessons with clear language objectives Provide required ELD services to identified ELs/DLLs and maintain an up-to-date schedule of services in Ellevation (or other designated software) Develop and implement differentiated ELD lessons, incorporating research-based instructional practices for different learning styles and various proficiency levels. Provide appropriate and effective learning experiences for students from a wide range of socio-economic levels and cultural backgrounds. Utilize data (ACCESS, formative assessments, etc.) and appropriate data systems to monitor English language development and identify any students who meet exit criteria Assist in the administration of the ACCESS for ELLs 2.0 assessment Use technology to support student learning in and out of the classroom Participate in Student Study Team meetings for identified ELs/FELs/DLLs Assesses the progress of students on a regular basis via report cards and/or progress reports, as required. Plans and implements lessons based on district and school objectives and the needs and abilities of students to whom assigned; and to use instructional technology appropriately and works with students to facilitate their use of instructional technology. Collaborates with colleagues, students, and or families on a regular basis. Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedures to ensure a productive learning environment. Other duties as assigned by principal/supervisor TERMS OF EMPLOYMENT: As negotiated with Lynn School Committee and Lynn Teachers Union. 180 days per year Teacher Salary Estimator BENEFITS: The City of Lynn offers comprehensive and competitive health and dental benefits; Harvard Pilgrim PPO/HMO, Altus Dental High/Low, and Vision. Life Insurance, Flexible Spending Plan (FSA) as well as Short Term Disability and Long Term Disability are available on a voluntary basis. An offer of employment is contingent upon successful completion of a pre-employment physical, including a drug test, National fingerprint-based Criminal Background Check (NCBC), and Criminal Offender Record Information (CORI). All MUST be completed PRIOR to the start of employment. Non-Discrimination Policy It is the policy of the Lynn Public Schools not to unlawfully discriminate or tolerate discrimination in the administration of its educational and employment policies, or in its programs and activities, on the basis of sex, sexual orientation, gender identity, gender expression, marital status, familial status, pregnancy (including nursing or pregnancy conditions), parental leave, race*, color, national origin, creed/religion, ethnicity, ancestry, age, genetic information, active military/veteran status, mental or physical disability, special need, proficiency in the English language or academic achievement, homelessness, public assistance status, or any other characteristic protected by any federal, state or local laws or regulations, including Title VI and VII of Civil Rights Act of 1964, Title IX of the 1972 Amendments to the Civil Rights Act, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination in Employment Act, and M.G.L. Ch. 76:5, M.G.L., Ch.151, if and as applicable. Race when referenced in any policy of the Lynn Public Schools, whether or not specified, shall include traits historically associated with race, including, but not limited to, hair texture, hair type, hair length and protective hairstyles.

Essex North Shore is seeking a full-time Temporary Equine Specialist to join the Farm Crew. This is a temporary-to-permanent opportunity, with the potential to convert to a full-time role based on District needs. Satisfactory CORI, SAFIS and SORI required. Tuesday through Saturday schedule. 7am-3pm. Medical, dental, vision, vacation, sick, and personal time per the AFSCME collective bargaining agreement. Bilingual preferred. JOB DESCRIPTION EQUINE SPECIALIST QUALIFICATIONS: High school diploma or equivalent, a degree in Equine Management preferred; 5 years of equine management experience; Highly skilled in all aspects of horsemanship; Knowledge of methods, materials, and practices in equine management; Valid driver's license; Massachusetts Riding Instructor license preferred; Valid Massachusetts Hoisting Engineer 1C-2A license preferred; OSHA 10 preferred; Familiar with the operation of farm equipment; Ability to work independently and prioritize work tasks. REPORTS TO: Manager of Farm RESPONSIBILITIES: Perform all aspects of equine care. Directly responsible for the operation of the Equine Barn, including hands-on tasks such as feeding, cleaning stalls, and turning horses out to paddocks. Provide medical treatments, equine nutritional needs, and equine behavioral management techniques. Provide teachers with instructional support to ensure the barn and horses are ready for the school day. Work alongside instructional staff in the Animal Science programs to engage student learning. Plan day and resources according to the learning plan by the equine instructors. Completes routine maintenance of equipment to maintain reliability and sustain operations. Communicate medical needs of horses to the Manager of Farm and Grounds and the Veterinarian as directed. Schedule and assist the Farrier. Communicate inventory and supply needs to the Manager of Farm and Grounds. Assist with the harvesting and stacking of hay bales each year. Assist other Animal Specialists as needed. Keep all working areas clean and organized. Schedule and supervise weekend, night, and floater barn workers. Perform such other tasks and assume such other responsibilities not inconsistent with the role, as the Manager of Farm and Grounds may assign. TERMS AND CONDITIONS OF EMPLOYMENT: This position is a twelve-month 40-hour-per-week position. This position may require a weekend schedule. The holder of this position must be willing to develop professionally in the field. This position is part of the Collective Bargaining Agreement between the American Federation of State County and Municipal Employees, Council 93, Local 245 and the School District.

Essex North Shore is seeking a full-time Temporary Equine Specialist to join the Farm Crew. This is a temporary-to-permanent opportunity, with the potential to convert to a full-time role based on District needs. * Satisfactory CORI, SAFIS and SORI required. * Tuesday through Saturday schedule. 7am-3pm. * Medical, dental, vision, vacation, sick, and personal time per the AFSCME collective bargaining agreement. * Bilingual preferred. JOB DESCRIPTION EQUINE SPECIALIST QUALIFICATIONS: * High school diploma or equivalent, a degree in Equine Management preferred; * 5 years of equine management experience; * Highly skilled in all aspects of horsemanship; * Knowledge of methods, materials, and practices in equine management; * Valid driver's license; * Massachusetts Riding Instructor license preferred; * Valid Massachusetts Hoisting Engineer 1C-2A license preferred; * OSHA 10 preferred; * Familiar with the operation of farm equipment; * Ability to work independently and prioritize work tasks. REPORTS TO: Manager of Farm RESPONSIBILITIES: * Perform all aspects of equine care. Directly responsible for the operation of the Equine Barn, including hands-on tasks such as feeding, cleaning stalls, and turning horses out to paddocks. * Provide medical treatments, equine nutritional needs, and equine behavioral management techniques. * Provide teachers with instructional support to ensure the barn and horses are ready for the school day. * Work alongside instructional staff in the Animal Science programs to engage student learning. * Plan day and resources according to the learning plan by the equine instructors. * Completes routine maintenance of equipment to maintain reliability and sustain operations. * Communicate medical needs of horses to the Manager of Farm and Grounds and the Veterinarian as directed. * Schedule and assist the Farrier. * Communicate inventory and supply needs to the Manager of Farm and Grounds. * Assist with the harvesting and stacking of hay bales each year. * Assist other Animal Specialists as needed. * Keep all working areas clean and organized. * Schedule and supervise weekend, night, and floater barn workers. * Perform such other tasks and assume such other responsibilities not inconsistent with the role, as the Manager of Farm and Grounds may assign. TERMS AND CONDITIONS OF EMPLOYMENT: * This position is a twelve-month 40-hour-per-week position. * This position may require a weekend schedule. * The holder of this position must be willing to develop professionally in the field. * This position is part of the Collective Bargaining Agreement between the American Federation of State County and Municipal Employees, Council 93, Local 245 and the School District.