Program Coordinator jobs at Harvard University - 258 jobs

When you join Turnitin, you'll be welcomed into a company that is a recognized innovator in the global education space. For more than 25 years, Turnitin has partnered with educational institutions to promote honesty, consistency, and fairness across all subject areas and assessment types. Turnitin products are used by educational institutions and certification and licensing programs to uphold integrity and increase learning performance, and by students and professionals to do their best, original work. Experience a remote-first culture that empowers you to work with purpose and accountability in a way that best suits you, supported by a comprehensive package that prioritizes your overall well-being. Our diverse community of colleagues are all unified by a shared desire to make a difference in education. Turnitin is a global organization with team members in over 35 countries including the United States, Mexico, United Kingdom, Australia, Japan, India, and the Philippines. Turnitin is seeking a Strategic Educator Program Manager to create and lead initiatives focused on developing educator-centered engagement strategies that strengthen relationships, elevate educator voices, and champion effective teaching and learning practices across our global community. The role cultivates global partnerships with colleges, universities and leading educational communities; establishes research projects; develops learning resources; and leads educational initiatives with the Turnitin user community to uphold academic integrity and the responsible use of AI. Reporting to the Senior Director of Customer Engagement and as part of the Customer Experience (CX) organization, this individual will design, launch, and manage programs that empower educators to share insights, connect with peers, and influence the evolution of Turnitin in the learning community as a thought leader. This role plays a central part in Turnitin's broader goals of supporting product adoption and building enduring brand loyalty by deepening educator engagement, fostering trust, and creating meaningful, educator-driven experiences. Collaborating closely with partners in marketing, go-to-market and product, this individual will focus on the strategy and content to further our efforts to directly engage educators. Key Responsibilities * Develop and execute a global strategy for educator-focused programs that drive connection, collaboration, and long-term affinity with Turnitin. * Translate Turnitin's thought leadership and product strategy into initiatives that reach our global customer base from discovery through pilot to scale, * Establish and maintain relationships in the educational community in professional learning, assessment, and learning integrity and develop initiatives based on shared goals and outcomes * Conduct ongoing industry research in the education community on learning integrity, responsible use of AI, understanding professional learning needs and opportunities to define Turnitin's posture and approach for our educator community. * Create and manage cross-functional projects from concept through delivery, ensuring alignment, accountability, and impact across teams with defined success metrics * Establish, deliver and lead live engagement opportunities with educators that showcase thought leadership, classroom innovation, and best practices in learning integrity and the use of AI. * Identify and guide educator-led or co-authored research initiatives that highlight learning and assessment practices, leveraging Turnitin's product portfolio and Turnitin's contributions to educational excellence. * Establish channels with internal teams to activate findings and insights generated through research collaborations, to share across educator channels and integrated into messaging, story telling, content, training, and engagement strategies. * Serve as a visible champion of Turnitin's educator engagement initiative, shaping how the organization listens to and learns from its educator community. * 5+ years of experience in educator engagement, customer experience, customer success, or program management roles, preferably within edtech or higher education. * Direct experience working with educators or within academic institutions leading to a strong understanding of the educator's role in technology adoption, pedagogy, and peer influence. * Creative, entrepreneurial, and growth-oriented mindset; skilled in leveraging innovative models and emerging technologies (including AI, digital platforms, and learning analytics). * Proven ability to design and implement educator or community engagement programs, with measurable outcomes, that deepen relationships, drive adoption, and strengthen brand loyalty. * Strong track record of stakeholder engagement, collaboration, and building consensus across diverse teams in highly matrixed environments. * Exceptional communication, facilitation, and storytelling skills, with a passion for amplifying educator voices and comfort representing the organization externally through webinars, panels, events, etc. * Familiarity with instructional design or experience working alongside teaching and learning professionals is a plus. * Strong project management skills and attention to detail, with the ability to manage multiple initiatives simultaneously. The expected annual base salary range for this position is: $97,350/year to $162,250/year. This position is bonus eligible / commission-based. Actual compensation will be provided in writing at the time of offer, if extended, and is determined by work location and a range of other relevant factors, including but not limited to: experience, skills, degrees, licensures, certifications, and other job-related factors. Internal equity, market and organizational factors are also considered. Total Rewards @ Turnitin At Turnitin, we believe Total Rewards go far beyond pay. While salary, bonus, or commission are important, they're only part of the value you receive in exchange for your work. Beyond compensation, you'll experience the intrinsic rewards of unleashing your potential and making a positive impact on global education. You'll also thrive in a culture free of politics, surrounded by humble, inclusive, and collaborative teammates. In addition, our extrinsic rewards include generous time off and health and wellness programs that provide choice, flexibility, and a safety net for life's challenges. You'll also enjoy a remote-first culture that empowers you to work with purpose and accountability in the way that suits you best, all supported by a comprehensive package that prioritizes your overall well-being. Our Mission is to ensure the integrity of global education and meaningfully improve learning outcomes. Our Values underpin everything we do. * Customer Centric: Our mission is focused on improving learning outcomes; we do this by putting educators and learners at the center of everything we do. * Passion for Learning: We are committed to our own learning and growth internally. And we support education and learning around the globe. * Integrity: Integrity is the heartbeat of Turnitin-it is the core of our products, the way we treat each other, and how we work with our customers and vendors. * Action & Ownership: We have a bias for action. We act like owners. We are willing to change even when it's hard. * One Team: We strive to break down silos, collaborate effectively, and celebrate each others' successes. * Global Mindset: We consider different perspectives and celebrate diversity. We are one team. The work we do has an impact on the world. Global Benefits * Remote First Culture * Health Care Coverage * Education Reimbursement*Competitive Paid Time Off * Self-Care Days * National Holidays * 2 Founder Days + Juneteenth Observed * Paid Volunteer Time Off * Charitable Contribution Match * Monthly Wellness or Home Office Reimbursement * Access to Employee Assistance Program (mental health platform) * Parental Leave * Retirement Plan with match/contribution Seeing Beyond the Job Ad At Turnitin, we recognize it's unrealistic for candidates to fulfill 100% of the criteria in a job ad. We encourage you to apply if you meet the majority of the requirements because we know that skills evolve over time. If you're willing to learn and unleash your potential alongside us, join our team! Turnitin, LLC is an Equal Opportunity Employer- vets/disabled.

This application is for individuals who have been instructed to apply for employment as an instructor in an NCE enrichment program as per the proposal submitted by the instructor and accepted by the NCE Elementary School Program Director. Employment as an NCE Elementary School TA/Coordinator/staff member as per the details provided by the NCE Elemetary School Program Director. Hourly rate range: $26.00 - $50.00/hr. The range reflects the significant variance in responsibilities within the Needham Community Education program. Compensation is determined by the complexity of the role, level of required expertise (e.g., specialized instruction vs. general supervision), specific service provided. The Needham Public Schools does not discriminate against students, parents, employees, or the general public on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age. In addition to the protected classes identified and in regard to employment practices, the Needham Public Schools also does not discriminate based on genetic information, ancestry, or status as a veteran. The Needham Public School System is a member of METCO, Developing Equity and Achievement for Students (IDEAS), and the Greater Boston School Human Resources Network. Candidates who have a strong commitment to active anti-racism are encouraged to apply.

Director - Nursing Program Administrator DEPARTMENT: School of Health Sciences and Nursing REPORTS TO: Dean, Health Sciences and Nursing POSITION STATUS: This is a full-time, non-unit position with benefits SALARY: $104,1603.69 - $109,433.82 Annually STATEMENT OF DUTIES: The Director of Nursing Program Administrator directs the operations, daily activities, staff, and faculty of the Nursing program in support of the college's mission statement and in accordance with established goals and objectives, policies, and procedures of the Nursing and Health Sciences academic area. ESSENTIAL FUNCTIONS, DUTIES, AND RESPONSIBILITIES: * Oversee and direct the ongoing activities of the Nursing program to ensure the efficiency, effectiveness and positive outcomes of overall operations. This may include but is not limited to the handling of student issues, supporting institutional relationships related to student transfers, as well as the design, development, and assessment of curriculum. * Assist with the recruitment, appointment, reappointment, and professional development of faculty. * Establish and maintain various program documentation and records and assist with the preparation of accreditation reports and documents as required by relevant, national accreditation agencies and the State Board of Nursing. * Oversee and ensure all regulatory standards are being met. * Provide support for the development of grants and participate in the proposal-writing process to ensure adequate levels of program funding and to aid in the development of new program offerings. * Provide overall direction and ongoing supervision to the staff and faculty of the Nursing program, including evaluation. * Promote the history and celebration of Nursing as a profession when indicated throughout the school year and through Nurses' Week activities. * Assist with recruitment and publicity for the academic area and the college in conjunction with the marketing and communications department within the college. * Operate within established budget constraints, monitor budget allocations, and identify and resolve budget variances to ensure adherence to the approved annual budget. * Actively participate in the development and implementation of policies specific to the Nursing program. * Remain current in professional and management skills through independent research, networking, attending seminars and workshops to maintain awareness of current and changing trends in education and specific to disciplines in area of responsibility. * Remain knowledgeable of regulatory issues specific to the Nursing program and administrative activities. Participates in state nursing organizations activities, such as but not limited to Massachusetts Rhode Island League for Nursing. * Serve as an active member of various internal and external committees. * Represent the college to external constituencies and project a positive self-image of professionalism, confidentiality, honesty and personal integrity. * Focus on the Commonwealth's Equity Agenda by applying related best practices throughout all job functions. * Perform other duties as assigned. Requirements: REQUIRED QUALIFICATIONS: NOTE: Unless otherwise noted, all required qualifications must be met by date of hire. * Minimum of a Master's degree in nursing; or an earned entry-level doctorate in nursing * Unrestricted Massachusetts Nursing license in good standing, or the ability to obtain one within 60 days of hire, as demonstrated by current credentials, a current nursing license, good moral conduct, and in good standing with another state licensing agency. * Minimum of three (3) years of experience in teaching nursing education. * Minimum of five (5) years of full-time nursing experience, or its equivalent, within the last eight years * Relevant administrative experience in curriculum/course development, review and implementation, and oversight of faculty and staff. * Demonstrated proficiency with Microsoft Office 365 applications. * Demonstrated ability to think conceptually, develop and implement policies and procedures, and make administrative/procedural decisions and judgments. * Effective verbal and written communication skills, interpersonal skills, influence and negotiation skills. * Effective organization and prioritization skills. * The ability to work effectively with a diverse student body, faculty, and staff. * Reliable transportation in order to travel to and from meetings, trainings, or campus and community locations as required. * Ability to work occasional nights and/or weekends. PREFERRED QUALIFICATIONS: * Terminal degree (PhD, DNP, DNSc, EdD) * Demonstrated engagement in student success initiatives. * Commitment to promoting equitable outcomes for nursing students. * Demonstrated engagement with the pre-nursing cohort, assessment of outcomes, and commitment to continuous improvement. * Robust understanding and demonstrated inclusion of access, equity, and student success practices. * Ability to communicate in a language in addition to English. Additional Information: Equal Opportunity/Affirmative Action: Bristol Community College is an affirmative action/equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, veteran or military status, genetic information, gender identity, or sexual orientation in its programs and activities as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable 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 Title IX and Affirmative Action Officer, Johanna Bielawski at ****************************** or ************; the Massachusetts Commission Against Discrimination; the Equal Employment Opportunities Commission or the United States Department of Education's Office for Civil Right. Application Instructions: TO APPLY: Please complete our online application by clicking on the "Apply" button. The position will be open until filled. Review of applications will begin 10 calendar days from the posting date. REQUIREMENTS TO COMPLETE APPLICATION PROCESS: 1) A completed Bristol Community College Employment Application. 2) A current resume/curriculum vitae. 3) A cover letter that demonstrates how your skills and experience meet the desired and required qualifications of the position (not limited in length). All candidates must have legal authorization to work in the United States. Bristol Community College is an institution that does not sponsor work authorization. A pre-employment criminal background check will be conducted for all positions. The college will independently verify education credentials as provided on the application. For certain positions that require a college degree, the hired candidate must supply official transcripts upon hire. Transcripts must include your name and degrees conferred.

Gordon-Conwell Theological Seminary is a multidenominational, evangelical graduate school committed to equipping Christian leaders to think theologically, engage globally, and live biblically. With nearly 1,400 students across campuses in Massachusetts, North Carolina, Florida, and online, Gordon-Conwell's student body represents more than eighty-five denominations and fifty countries. The seminary offers master's and doctoral programs-delivered in English, Spanish, and Portuguese-that combine academic excellence, spiritual formation, and a deep commitment to Scripture. Its 12,000 alumni serve Christ through ministry in the church, the academy, and the workplace. Gordon-Conwell is accredited by the Association of Theological Schools, the New England Commission of Higher Education, and the Council for Accreditation of Counseling and Related Educational Programs. Position Summary: The Program Administrator reports to the Director of Christian Formation and is responsible for providing a broad range of administrative support with internal and external activities, including day‐to‐day management of the promotion, coordination, and reporting of the Lilly Pathways Grant. This position is part-time with 20 hours per week. Key Responsibilities: • Communications & Correspondence: Serves as primary seminary contact for incoming calls and mail related to the project. Oversees making appropriate appointments, answering basic inquires, and initiating correspondence as authorized. Assists in creating, editing and distributing materials, correspondence, reports, etc. to grant participants as needed. (30%) • Event Planning and Coordination: Coordinates event planning and logistics for program events, including preparation and compilation of learning cohort meeting materials and oversight of meals, lodging, meeting space, speaker needs, and other logistical considerations. (25%) • General Promotion of the Mentoring Initiative: Assists in making calls to alumni pastors who may potentially serve as student mentors. Works, in coordination with the Director of Christian Formation, Director of Mentoring, the Alumni Office, and Networked Education staff, for general promotion of the project. (20%) • Financial Management: Handles all expenses related to the project, including invoice processing and expense reports, in accordance with financial service accounting guidelines and those set by the Director of Christian Formation. (10%) • Grant Monitoring and Reporting: Provides, in coordination with the Advancement, Alumni, and Finance offices, monitoring and reporting of grant finances and activities to the Director of Christian Formation in preparation for reporting to the Lilly Endowment and other relevant parties. (10%) • Other duties as requested by the Director of Christian Formation. (5%) Key Competencies: · Administrative Skills: Exceptional administrative, organizational, and planning skills with the ability to manage multiple and competing priorities in short-term and long-term objectives. · Communication and Interpersonal Effectiveness: Must have strong written and verbal communication skills. Demonstrated ability to collaborate graciously and serve in a team environment that requires collegiality and regular collaboration across multiple locations and modalities. • Knowledge and Discernment: Strong analytical and decision-making skills, including the clear recognition of the significance of respecting confidentiality in daily interactions. Must have meticulous attention to detail. · Cultural Intelligence: Commitment to collegiality, diversity, inclusion, and cultural awareness. Demonstrated ability to collaborate and serve in a team environment that requires collegiality and regular collaboration across matrixed, multi-campus environment. · Event Coordination: Must possess ability to coordinate events, both locally and at a distance and be able to write related promotional emails, letters, and web copy. Superior organization, inter-office collaboration, attention to detail, and advance planning are critical. · Technical Knowledge: Required competency with Microsoft Office Suit. Must have the ability to learn and utilize new software applications and digital tools. · Financial Knowledge: Must have financial acumen related to sound accounting practices · Clear understanding of the mission of the Seminary and willingness to abide by the Statement of Faith and Community Life Statement of GCTS. Education and Experience: • Bachelor's degree or equivalent experience required. • 3+ years' experience in related position, preferably in a higher education or non-profit setting. • Local church ministry experience (volunteer or paid) a plus. Application Process Please apply through Gordon-Conwell's Career Center available here: ***************************************** Please include these documents in either Microsoft Word or PDF formats: • A cover letter addressed to Dr. Gwenfair Walters Adams, Director of Christian Formation, explaining your interest in the position preferred. • A formal CV that includes the names of at least three references required. No hard copy materials, please. Opportunities to interview will be made available at the search committee's initiative. Applications will be accepted until the position is filled.

Gordon-Conwell Theological Seminary is a multidenominational, evangelical graduate school committed to equipping Christian leaders to think theologically, engage globally, and live biblically. With nearly 1,400 students across campuses in Massachusetts, North Carolina, Florida, and online, Gordon-Conwell's student body represents more than eighty-five denominations and fifty countries. The seminary offers master's and doctoral programs-delivered in English, Spanish, and Portuguese-that combine academic excellence, spiritual formation, and a deep commitment to Scripture. Its 12,000 alumni serve Christ through ministry in the church, the academy, and the workplace. Gordon-Conwell is accredited by the Association of Theological Schools, the New England Commission of Higher Education, and the Council for Accreditation of Counseling and Related Educational Programs. Position Summary: The Program Administrator reports to the Director of Christian Formation and is responsible for providing a broad range of administrative support with internal and external activities, including day‐to‐day management of the promotion, coordination, and reporting of the Lilly Pathways Grant. This position is part-time with 20 hours per week. Key Responsibilities: * Communications & Correspondence: Serves as primary seminary contact for incoming calls and mail related to the project. Oversees making appropriate appointments, answering basic inquires, and initiating correspondence as authorized. Assists in creating, editing and distributing materials, correspondence, reports, etc. to grant participants as needed. (30%) * Event Planning and Coordination: Coordinates event planning and logistics for program events, including preparation and compilation of learning cohort meeting materials and oversight of meals, lodging, meeting space, speaker needs, and other logistical considerations. (25%) * General Promotion of the Mentoring Initiative: Assists in making calls to alumni pastors who may potentially serve as student mentors. Works, in coordination with the Director of Christian Formation, Director of Mentoring, the Alumni Office, and Networked Education staff, for general promotion of the project. (20%) * Financial Management: Handles all expenses related to the project, including invoice processing and expense reports, in accordance with financial service accounting guidelines and those set by the Director of Christian Formation. (10%) * Grant Monitoring and Reporting: Provides, in coordination with the Advancement, Alumni, and Finance offices, monitoring and reporting of grant finances and activities to the Director of Christian Formation in preparation for reporting to the Lilly Endowment and other relevant parties. (10%) * Other duties as requested by the Director of Christian Formation. (5%) Key Competencies: * Administrative Skills: Exceptional administrative, organizational, and planning skills with the ability to manage multiple and competing priorities in short-term and long-term objectives. * Communication and Interpersonal Effectiveness: Must have strong written and verbal communication skills. Demonstrated ability to collaborate graciously and serve in a team environment that requires collegiality and regular collaboration across multiple locations and modalities. * Knowledge and Discernment: Strong analytical and decision-making skills, including the clear recognition of the significance of respecting confidentiality in daily interactions. Must have meticulous attention to detail. * Cultural Intelligence: Commitment to collegiality, diversity, inclusion, and cultural awareness. Demonstrated ability to collaborate and serve in a team environment that requires collegiality and regular collaboration across matrixed, multi-campus environment. * Event Coordination: Must possess ability to coordinate events, both locally and at a distance and be able to write related promotional emails, letters, and web copy. Superior organization, inter-office collaboration, attention to detail, and advance planning are critical. * Technical Knowledge: Required competency with Microsoft Office Suit. Must have the ability to learn and utilize new software applications and digital tools. * Financial Knowledge: Must have financial acumen related to sound accounting practices * Clear understanding of the mission of the Seminary and willingness to abide by the Statement of Faith and Community Life Statement of GCTS. Education and Experience: * Bachelor's degree or equivalent experience required. * 3+ years' experience in related position, preferably in a higher education or non-profit setting. * Local church ministry experience (volunteer or paid) a plus. Application Process Please apply through Gordon-Conwell's Career Center available here: ***************************************** Please include these documents in either Microsoft Word or PDF formats: * A cover letter addressed to Dr. Gwenfair Walters Adams, Director of Christian Formation, explaining your interest in the position preferred. * A formal CV that includes the names of at least three references required. No hard copy materials, please. Opportunities to interview will be made available at the search committee's initiative. Applications will be accepted until the position is filled.

This position is an anticipated vacancy. It is expected to be vacant by 10/20/2025. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated Discover the John D. O'Bryant School of Mathematics and Science, a distinguished institution with roots tracing back over a century to its founding as Mechanic Arts High School in 1893. Following a series of transformations, including a merger in 1989 and a renaming in 1992 to honor John D. O'Bryant, our school stands as a beacon of educational excellence in Boston. Our commitment to preparing students for success in STEM fields and beyond is unwavering, underscored by our partnership with the Brookline Center to implement the groundbreaking BRYT intervention. The Brookline Center will partner with the John D. O'Bryant School of Mathematics and Science to establish School-Based Bridge Programs (“SBBP”) for students with Serious Emotional Disturbance/Serious Mental Illness (SED/SMI). The Bryt program, initiated in collaboration with the Brookline Center, focuses on enhancing student resilience and ensuring equitable access to support services across diverse communities. Originating in Brookline and expanding statewide, Bryt has grown to include over 60 schools beyond Massachusetts, with a notable presence in Oregon and New York's Hudson Valley region. Through strategic planning and continuous expansion efforts, Bryt has become a pivotal resource in schools nationwide, supporting students in their academic journeys and beyond. O'Bryant is seeking staff members who Believe in the transformative power of a STEM-based education; Want to create exciting, creative, and challenging opportunities for students; Seek to serve all students' needs including students with disabilities and Multi-Language Learners in an inclusive environment; and Are committed to eliminating barriers that perpetuate systemic oppression. Reports To: Head of School Position Overview: The O'Bryant's BRYT Program was developed to support students who are returning from an acute hospitalization or those students at risk of needing hospitalization. Students in BRYT often have complex medical, emotional, and academic needs that require intensive support to help them return to their regular class schedule. The role of the support specialist is to provide academic and social-emotional support to students enrolled in the BRYT program to help them achieve the credits needed to complete the school year and/or to stay on track for graduation. Responsibilities: With the support of the Administrative Team, Clinical Coordinator, and Student Success Team, participate in intake meetings with students upon enrollment in the BRYT program Work with the Clinical Coordinator, Student Success Team, and students enrolled in BRYT to develop individual goals and discharge criteria for the program Provide tutoring and academic assistance to students in the BRYT program Monitor & document the academic progress of students Maintain daily logs of work completed, coping skills used, and accomplishments/challenges Input student information into the online database(s) Maintain regular contact with all classroom teachers to obtain updates on students' academic standing, to gather coursework, and to receive extra support for students as needed Maintain the daily attendance log for students in BRYT Monitor class attendance by documenting when students enter and leave the BRYT classroom Maintain a “seriousness of purpose” culture/productive workspace so that students can complete class assignments with minimal distractions Perform check-ins with students regarding emotional functioning as needed Assist students in using coping skills that will help them regulate and re-engage with class and/or school work Maintain files for students in BRYT With the support of the Clinical Coordinator and Student Success Team, maintain proactive, two-way communication with parent(s)/guardian(s) of BRYT students regarding academic progress and support needs Immediately communicate any urgent student concerns to the Clinical Coordinator Collaborate/Communicate with the Clinical Coordinator and Administrative Team, as needed Participate in the Student Success Team re-entry and other meetings upon request to ensure support coordination for all students in the BRYT program. Work with Clinical Coordinator and Student Success Team to learn, and then teach, coping skills to students enrolled in Bridge, as needed Attend weekly staff meetings Participate in professional development as appropriate Performs related duties of similar nature as requested by supervisor and/or Head of School, to assure smooth school function. Qualifications - Required: Education: Bachelor's Degree Prior tutoring experience is required Demonstrated interest in supporting students struggling with complex challenges Experience working with students with social-emotional challenges Strong organization skills Experience working within an urban educational setting is preferred Qualifications - Preferred: Bilingual candidates preferred 3-5 years experience in special education or clinical setting Terms: Managerial B Please refer to *************************************** (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. Note: School-based managerial employees will work 223 days between July 1st and June 30th each year. The 223-day work-year will include the 180 days in which the school is in session, and the additional days will be determined by the employee and the principal or head of the school. This position is subject to the City of Boston residency requirement. School-based managerial employees are not eligible for vacation time or compensatory time. In the event of school cancellation due to snow or inclement weather, school-based managerial employees need not report to work. 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.

This position is an anticipated vacancy. It is expected to be vacant by 10/20/2025. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated Discover the John D. O'Bryant School of Mathematics and Science, a distinguished institution with roots tracing back over a century to its founding as Mechanic Arts High School in 1893. Following a series of transformations, including a merger in 1989 and a renaming in 1992 to honor John D. O'Bryant, our school stands as a beacon of educational excellence in Boston. Our commitment to preparing students for success in STEM fields and beyond is unwavering, underscored by our partnership with the Brookline Center to implement the groundbreaking BRYT intervention. The Brookline Center will partner with the John D. O'Bryant School of Mathematics and Science to establish School-Based Bridge Programs ("SBBP") for students with Serious Emotional Disturbance/Serious Mental Illness (SED/SMI). The Bryt program, initiated in collaboration with the Brookline Center, focuses on enhancing student resilience and ensuring equitable access to support services across diverse communities. Originating in Brookline and expanding statewide, Bryt has grown to include over 60 schools beyond Massachusetts, with a notable presence in Oregon and New York's Hudson Valley region. Through strategic planning and continuous expansion efforts, Bryt has become a pivotal resource in schools nationwide, supporting students in their academic journeys and beyond. O'Bryant is seeking staff members who * Believe in the transformative power of a STEM-based education; * Want to create exciting, creative, and challenging opportunities for students; * Seek to serve all students' needs including students with disabilities and Multi-Language Learners in an inclusive environment; and * Are committed to eliminating barriers that perpetuate systemic oppression. Reports To: Head of School Position Overview: The O'Bryant's BRYT Program was developed to support students who are returning from an acute hospitalization or those students at risk of needing hospitalization. Students in BRYT often have complex medical, emotional, and academic needs that require intensive support to help them return to their regular class schedule. The role of the support specialist is to provide academic and social-emotional support to students enrolled in the BRYT program to help them achieve the credits needed to complete the school year and/or to stay on track for graduation. Responsibilities: * With the support of the Administrative Team, Clinical Coordinator, and Student Success Team, participate in intake meetings with students upon enrollment in the BRYT program * Work with the Clinical Coordinator, Student Success Team, and students enrolled in BRYT to develop individual goals and discharge criteria for the program * Provide tutoring and academic assistance to students in the BRYT program * Monitor & document the academic progress of students * Maintain daily logs of work completed, coping skills used, and accomplishments/challenges * Input student information into the online database(s) * Maintain regular contact with all classroom teachers to obtain updates on students' academic standing, to gather coursework, and to receive extra support for students as needed * Maintain the daily attendance log for students in BRYT * Monitor class attendance by documenting when students enter and leave the BRYT classroom * Maintain a "seriousness of purpose" culture/productive workspace so that students can complete class assignments with minimal distractions * Perform check-ins with students regarding emotional functioning as needed * Assist students in using coping skills that will help them regulate and re-engage with class and/or school work * Maintain files for students in BRYT * With the support of the Clinical Coordinator and Student Success Team, maintain proactive, two-way communication with parent(s)/guardian(s) of BRYT students regarding academic progress and support needs * Immediately communicate any urgent student concerns to the Clinical Coordinator * Collaborate/Communicate with the Clinical Coordinator and Administrative Team, as needed * Participate in the Student Success Team re-entry and other meetings upon request to ensure support coordination for all students in the BRYT program. * Work with Clinical Coordinator and Student Success Team to learn, and then teach, coping skills to students enrolled in Bridge, as needed * Attend weekly staff meetings * Participate in professional development as appropriate * Performs related duties of similar nature as requested by supervisor and/or Head of School, to assure smooth school function. Qualifications - Required: * Education: Bachelor's Degree * Prior tutoring experience is required * Demonstrated interest in supporting students struggling with complex challenges * Experience working with students with social-emotional challenges * Strong organization skills * Experience working within an urban educational setting is preferred Qualifications - Preferred: * Bilingual candidates preferred * 3-5 years experience in special education or clinical setting Terms: Managerial B Please refer to *************************************** (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. Note: School-based managerial employees will work 223 days between July 1st and June 30th each year. The 223-day work-year will include the 180 days in which the school is in session, and the additional days will be determined by the employee and the principal or head of the school. This position is subject to the City of Boston residency requirement. School-based managerial employees are not eligible for vacation time or compensatory time. In the event of school cancellation due to snow or inclement weather, school-based managerial employees need not report to work. 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.

Description CONTRACT PERIOD January 2026-May 2026 COMPENSATION This is an hourly paid support position $15/hour, for the Spring 2026 semester. On average, Program Support Administrators work between seven and nine hours per week, which includes attending all classes. Mon: 3-6PM SUPERVISION This position reports to Professor Erik Noyes, who leads The Generator Interdisciplinary AI Lab. For as-needed training, support, and guidance with completing the position responsibilities, program support leads report to Lisa Alberts, the Program Coordinator of Advanced Experiential Learning. This position reports under the Office of Undergraduate Experiential Learning & Academic Excellence. POSITION SUMMARY The Generator's AI Bootcamp for Small Business aims to train 1,000 Small Business Leaders in AI for business growth. Two cohorts of Small Business leaders have already been trained through pilots, and now this initiative is a credit-bearing course. The Program Support Administrator helps address the real-time, unfolding administrative needs of this growing program, which enrolled 30 students in Spring 2026 who will train 60+ Small Business leaders in AI for business growth on April 10 and April 17. Responsibilities include setting up and maintaining platforms, systems, and capabilities that enable the program to function and thrive. No prior knowledge of AI is necessary, but experience with and a passion for AI is helpful. EXPECTATIONS Professionalism Initiative taking/independent problem-solving Timeliness Full-day availability on April 10 and April 17 KEY RESPONSIBILITIES Support Professor Noyes on key, unfolding operational requirements of the course Attend to weekly logistical and operational needs, supporting the course operations Coordinate with Generator Manager Cathy Riley as needed Communication between faculty and students when needed POSITION KNOWLEDGE / SKILLS & ABILITIES Must have a cumulative GPA of 3.4 or higher at the time of applying Please attach Resume and Cover letter to be considered

GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a federally funded program awarded to the MA Department of Higher Education (DHE). The BU Wheelock program serves 900 low-income and first-generation middle and high school youth from East Boston High School and the Mario Umana Academy K-8, as well as tracks participants to degree attainment and offers transition support to first-year post-secondary enrollees. The Education Advisor engages with a caseload of students by conducting workshops and planning activities, while connecting their families and schools with resources. The Education Advisor provides intensive services to GEAR UP high school students to encourage their successful transition to postsecondary enrollment including persistence towards on-time graduation. The program participants gain awareness and preparedness for their short- and long-term educational and career goals. In collaboration with the senior education advisors, the Education Advisor works closely with school administrators to recruit and provide services to GEAR UP eligible students. The Education Advisor also supports students' transitions from middle school to high school. Required Skills * Bachelor's degree in education, counseling, or related field. * 1 to 3 years related experience. Minimum of 2 years of experience with college planning, financial aid, education, community outreach or related work. * Experience and cultural competency in working and communicating with the target populations (high school and middle school students). * Experience developing and presenting content through various channels. * Bilingual or multi-lingual skills a plus. * Position requires the ability to work a flexible schedule that includes evenings, weekends, and overnights. Travel with students and for professional reasons may be required. Other desired qualification includes digital literacy including proficiency in MS Office programs; excellent organizational and presentation skills; excellent communication and interpersonal skills; and ability to create and manage budget. We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, natural or protective hairstyle, religion, sex, age, national origin, physical or mental disability, sexual orientation, gender identity, genetic information, military service, pregnancy or pregnancy-related condition, or because of marital, parental, or veteran status. We are a VEVRAA Federal Contractor.

GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a federally funded program awarded to the MA Department of Higher Education (DHE). The BU Wheelock program serves 900 low-income and first-generation middle and high school youth from East Boston High School and the Mario Umana Academy K-8, as well as tracks participants to degree attainment and offers transition support to first-year post-secondary enrollees. The Education Advisor engages with a caseload of students by conducting workshops and planning activities, while connecting their families and schools with resources. The Education Advisor provides intensive services to GEAR UP high school students to encourage their successful transition to postsecondary enrollment including persistence towards on-time graduation. The program participants gain awareness and preparedness for their short- and long-term educational and career goals. In collaboration with the senior education advisors, the Education Advisor works closely with school administrators to recruit and provide services to GEAR UP eligible students. The Education Advisor also supports students' transitions from middle school to high school. Required Skills Bachelor's degree in education, counseling, or related field. 1 to 3 years related experience. Minimum of 2 years of experience with college planning, financial aid, education, community outreach or related work. Experience and cultural competency in working and communicating with the target populations (high school and middle school students). Experience developing and presenting content through various channels. Bilingual or multi-lingual skills a plus. Position requires the ability to work a flexible schedule that includes evenings, weekends, and overnights. Travel with students and for professional reasons may be required. Other desired qualification includes digital literacy including proficiency in MS Office programs; excellent organizational and presentation skills; excellent communication and interpersonal skills; and ability to create and manage budget. We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, natural or protective hairstyle, religion, sex, age, national origin, physical or mental disability, sexual orientation, gender identity, genetic information, military service, pregnancy or pregnancy-related condition, or because of marital, parental, or veteran status. We are a VEVRAA Federal Contractor.

Deerfield Academy, a private, coeducational boarding school founded in 1797 and annually serving approximately 650 students in grades 9-12, seeks to hire Support Staff for the EXP Summer Program 2026. EXP is an intense 3-week program designed to give middle school aged students from around the world a taste of life at a boarding school while encouraging their creativity and pushing intellectual boundaries. This position is expected to work from the start of Faculty/Staff training on July 3rd 2026 through July 27, 2026. Reporting to the Director of Summer Programs, the EXP Summer Support Staff will provide support for a variety of programmatic needs that may arise during the EXP Program at Deerfield Academy 2026. There will be special consideration for applicants who graduated from Deerfield Academy. Primary Duties and Responsibilities * Remain flexible and be prepared to assume various responsibilities, including replacing or supporting other EXP staff with their academic, residential, co-curricular, and dining responsibilities. * Chaperone field trips; * Provide supervision and support for students staying overnight in the summer program's health center if the need arises. * Act as a role model for students at all times demonstrating respect, honesty, and concern for others. * Work with the Summer Programs Coordinator to support the media presence of the EXP. This may include: * Documenting the program - including both on-campus events and off-campus excursions - through photographs, videos, quotes from participants, teachers, and more * Writing blogs, social media posts, email newsletters, and more * Editing and publishing external communications * Communicating with parents, participants, and other constituents * Maintaining a personal and professional communication tone and style consistent with Deerfield Academy's goals and values * Support the logistical needs of the EXP including setting up activities, procuring supplies, and managing staff meals. * Maintain contact with the leadership team on any issues, concerns, or successes that occur. Qualifications * Recent high school graduates and/or current undergrad college students, preference given to candidates who graduated from Deerfield Academy; * Must be over 18 years of age prior to the start of the program.; * Experience with various forms of media including photography and videography; * Must have experience with adolescents with preference given to candidates who can demonstrate success in interacting and relating well to adolescents in middle school, both domestic and international; * Strong collaboration, interpersonal, and organizational skills, with a strong attention to detail; effective communicators, have good listening skills, and know how and when to involve others in giving or getting help; * Desire to expand their personal skills and knowledge while promoting innovative ideas to students; * Desire to embrace the pace of a fully immersive, residential summer program; a * Ability to take initiative and to multi-task independently and effectively; ability to make productive and responsible decisions when supervisors are not present.

Collins Middle School in partnership with Salem State University , where belonging leads to opportunity. Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity, and opportunity in everything we do. We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan and core priorities on our website at ********************** Reimagining Middle School: To bring this vision to life, the middle schools in Salem have committed to reimagining the student experience, including designing, piloting, and scaling innovative work in partnership with our students, families, and educators. The goal is to create relevant learning experiences that connect middle schoolers to the community, empower them to be independent learners, and offer appropriate challenges and supports. A core component of this work has been creating “near-peer” mentorship opportunities for current middle schoolers to connect with college students to build understanding of themselves and possibilities for their futures. Role Description: You are a current Salem State College Student who will provide mentorship to multiple small groups of 7th graders as part of SPS's work to reimagine middle school by creating connection, relevance, and growth for all students. You will facilitate small group sessions focused on future-oriented thinking & action planning. The session materials are provided by the partnership between Salem Public Schools and Salem State University, and you are eager to prepare for the session to ensure it runs successfully and both you and your students grow and learn together. We are ideally seeking education majors who are also interested in exploring working with students in future roles, but have found success with other majors who are eager to build connection and community. This Possibility Mentoring work grows out of learning and partnership with Dr. Michael Nakkula at Penn State University, who explains, “Possibility mentoring is a specialized form of youth mentoring that combines a focus on relationship-building between the mentors and mentees with an exploration and pursuit of students' interests and related goals.” (*************************************************** Core Responsibilities: This role is ideal for individuals who enjoy helping others see their own potential, building relationships, and fostering a positive community environment. In this role, you will: Provide mentorship to small groups of middle school students using share materials, including comfortably interacting with a diverse group of 7th graders. Attend the training and debrief sessions. Prepare for and debrief sessions as a cohort with support from SSU & SPS staff. Willingly share your lived experience and college journey to model what is possible for students. Position Details: COLLINS MIDDLE SCHOOL & SALEM STATE UNIVERSITY Hours: ~2 hours/week plus preparation supported by SSU Compensation: $25/hour Reports to: Chelsea Banks - Executive Director of Innovation & Learning Dates: Required Training: Weds. 1/21 5-6pm All Sessions - Mondays 11am-1pm: At Collins Middle School: (SPS will provide a bus!) Rotation 1: Jan. 26 & Feb. 9 Rotation 2: Mar. 30 & April 6 Tour @ SSU: Rotation 1: March 2 Rotation 2: April 13 This is a non-union, grant-funded position. Qualifications: Strong work ethic and willingness to learn. Reliable, punctual, and able to follow schedule and program requirements. Strong communication skills and ability to work well with others. Maintain a 2.8 GPA Minimum at SSU and be in good standing with the university Current authorization to work in the United States Categories: Up to 15 total positions Part-time Tutor Stipend Location: Collins Middle School This position is funded by the WPS grant. Equal Opportunity Employer Salem Public School District is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, housing status, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Collins Middle School in partnership with Salem State University , where belonging leads to opportunity. Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity, and opportunity in everything we do. We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan and core priorities on our website at ********************** Reimagining Middle School: The Salem Public Schools vision for a middle school graduate, developed in partnership with students, families, and educators in 2023, states: "Powered by relationships, trust, and a sense of belonging, students will develop their identity, skills, and mindsets that empower them to navigate their learning, chart their course, and engage with their community to reach their academic and life potential." To bring this vision to life, the middle schools in Salem have committed to reimagining the student experience, including designing, piloting, and scaling innovative work in partnership with our students, families, and educators. The goal is to create relevant learning experiences that connect middle schoolers to the community, empower them to be independent learners, and offer appropriate challenges and supports. A core component of this work has been creating "near-peer" mentorship opportunities for current middle schoolers to connect with college students to build understanding of themselves and possibilities for their futures. Role Description: You are a current Salem State College Student who will provide mentorship to multiple small groups of 7th graders as part of SPS's work to reimagine middle school by creating connection, relevance, and growth for all students. You will facilitate small group sessions focused on future-oriented thinking & action planning. The session materials are provided by the partnership between Salem Public Schools and Salem State University, and you are eager to prepare for the session to ensure it runs successfully and both you and your students grow and learn together. We are ideally seeking education majors who are also interested in exploring working with students in future roles, but have found success with other majors who are eager to build connection and community. This Possibility Mentoring work grows out of learning and partnership with Dr. Michael Nakkula at Penn State University, who explains, "Possibility mentoring is a specialized form of youth mentoring that combines a focus on relationship-building between the mentors and mentees with an exploration and pursuit of students' interests and related goals." (*************************************************** Core Responsibilities: This role is ideal for individuals who enjoy helping others see their own potential, building relationships, and fostering a positive community environment. In this role, you will: * Provide mentorship to small groups of middle school students using share materials, including comfortably interacting with a diverse group of 7th graders. * Attend the training and debrief sessions. * Prepare for and debrief sessions as a cohort with support from SSU & SPS staff. * Willingly share your lived experience and college journey to model what is possible for students. Position Details: * COLLINS MIDDLE SCHOOL & SALEM STATE UNIVERSITY * Hours: ~2 hours/week plus preparation supported by SSU * Compensation: $25/hour * Reports to: Chelsea Banks - Executive Director of Innovation & Learning * Dates: * Required Training: Weds. 1/21 5-6pm * All Sessions - Mondays 11am-1pm: * At Collins Middle School: (SPS will provide a bus!) * Rotation 1: Jan. 26 & Feb. 9 * Rotation 2: Mar. 30 & April 6 * Tour @ SSU: * Rotation 1: March 2 * Rotation 2: April 13 * This is a non-union, grant-funded position. Qualifications: * Strong work ethic and willingness to learn. * Reliable, punctual, and able to follow schedule and program requirements. * Strong communication skills and ability to work well with others. * Maintain a 2.8 GPA Minimum at SSU and be in good standing with the university * Current authorization to work in the United States Categories: * Up to 15 total positions * Part-time * Tutor * Stipend * Location: Collins Middle School This position is funded by the WPS grant. Equal Opportunity Employer Salem Public School District is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, housing status, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

HUDSON PUBLIC SCHOOLS HUDSON, MASSACHUSETTS Best Buddies Special Education Advisor Reports to: High School Principal Approved by: Brian K. Reagan, Ed.D Diversity, Equity and Inclusion are core values of the Hudson Public Schools. We believe that the educational environment is enhanced when diverse groups of people with diverse ideas come together to learn. Applicants whose work incorporates a global perspective and a demonstrated commitment to issues of diversity in education are particularly encouraged to apply. SUMMARY: Provide an after school Best Buddies experience 2 to 3 times a month in coordination with a special education teacher for students with significant needs to increase friendship opportunities for students with disabilities. ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are intended only as illustrations of the various type of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. Work with a general education advisory to create a Best Buddies program at Hudson HIgh School. The district funds the cost of the Best Buddies program. The advisors communitcate with the Best Buddies organization and then advise the students in the Best Buddies group about activities they can do within the high school Qualifications: Successful completion of Criminal Records Check (CORI), and fingerprints WORK YEAR: School year after school While performing duties of this job, the employee may often remain in a stationary position for considerable periods of time. The employee will have ample periods of standing and may be required to traverse throughout the building. The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. Frequently operates a computer and other office productivity machinery (i.e., calculator, copy machine, and computer printer). Physical abilities may also include lifting/carrying/pushing/pulling, stooping/crouching, reaching/handling, talking/hearing conversations, and near/far visual acuity/depth perception/color vision/field. Ability must be able to lift and/or push and pull 15 to 20lbs for short periods, and walk up and down stairs several times a day. The employee must be able to communicate effectively with students, staff members, and the public in person and on the telephone. The employee must be able to perform the essential functions of the position satisfactorily and, if requested, reasonable accommodations will be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship. If you require an accommodation during the application process or on the job, you are encouraged to reach out to the Human Resources Department

HUDSON PUBLIC SCHOOLS HUDSON, MASSACHUSETTS Best Buddies General Education Advisor Reports to: High School Principal Approved by: Brian K. Reagan, Ed.D Diversity, Equity and Inclusion are core values of the Hudson Public Schools. We believe that the educational environment is enhanced when diverse groups of people with diverse ideas come together to learn. Applicants whose work incorporates a global perspective and a demonstrated commitment to issues of diversity in education are particularly encouraged to apply. SUMMARY: Provide an after school Best Buddies experience 2 to 3 times a month in coordination with a special education teacher for students with significant needs to increase friendship opportunities for students with disabilities. ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are intended only as illustrations of the various type of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. Work with a general education advisory to create a Best Buddies program at Hudson HIgh School. The district funds the cost of the Best Buddies program. The advisors communitcate with the Best Buddies organization and then advise the students in the Best Buddies group about activities they can do within the high school Qualifications: Successful completion of Criminal Records Check (CORI), and fingerprints WORK YEAR: School year after school While performing duties of this job, the employee may often remain in a stationary position for considerable periods of time. The employee will have ample periods of standing and may be required to traverse throughout the building. The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. Frequently operates a computer and other office productivity machinery (i.e., calculator, copy machine, and computer printer). Physical abilities may also include lifting/carrying/pushing/pulling, stooping/crouching, reaching/handling, talking/hearing conversations, and near/far visual acuity/depth perception/color vision/field. Ability must be able to lift and/or push and pull 15 to 20lbs for short periods, and walk up and down stairs several times a day. The employee must be able to communicate effectively with students, staff members, and the public in person and on the telephone. The employee must be able to perform the essential functions of the position satisfactorily and, if requested, reasonable accommodations will be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship. If you require an accommodation during the application process or on the job, you are encouraged to reach out to the Human Resources Department

JOB DESCRIPTION - LEAD EDUCATOR/PROGRAM COORDINATOR Purpose: To provide all children with a warm, nurturing, safe and loving environment where self-concepts are enhanced, independence encouraged and individuality respected. To uphold and support the philosophy of the center at all times. To support and lead team members where needed. Reports to: Executive Director Key Responsibilities: To offer a program that meets the emotional, physical, intellectual and social needs of both the individual child and the group. To interact with the children and to encourage their involvement in activities. Need to be a balance between Educator initiated and child-initiated activities/social interactions. To prepare, with team support, a warm and safe environment that is orderly, clean and appealing and permits the child to grow and to explore. This includes sharing in daily set-up, maintenance and clean-up of the environment. To be responsible for making sure that all Center common areas that apply to the Lead Educator/Program Coordinator and his/her team are in order according to the common area's description. This includes that all duties are executed in a timely manner. To provide student assistants and other appropriate personnel such as parent volunteers, substitutes and specialists with support and input to the program, in consultation with other team members and/or Director. To support and meet the standards of the Hygiene/Dress Code Policy in Staff Handbook. To plan weekly with team members developmentally appropriate curriculum for the classroom, and to work together cooperatively as a member of the teaching team. To change and enrich the environment regularly. To change the environment and materials in all learning centers at least monthly but no more than bimonthly. To make sure a newsletter is published at the beginning of each month. The newsletter needs to be educationally sound, helping parents understand their child's developmental needs and how we go about meeting them. To conduct oneself in a professional manner so as to be an appropriate role model for Lasell students and for all team members. To supervise train and evaluate Lasell students, and to work with/conference with college supervisors. To establish and maintain good communication with parents through parent conferences twice a year and on a daily informal basis. To maintain professional attitudes and loyalty to the school and parents at all times. This includes dealing with personal and family issues of our center families, including refraining from gossip and judgmental statements. To cooperate with and respect all team members, parents, staff and children in the school community. To observe, record and report significant individual and group behavior regularly to team members and administration. Prepare all reports on children with team members. Treating all children with dignity and respect as outlined in the Behavior Management Policy. To use appropriate and positive discipline and to model methods so that all persons working with children may provide discipline that is consistent and developmentally appropriate and in accord with the center's philosophy and staff handbook. To maintain all records and files as appropriate for their class: parents' phone numbers, medication forms, attendance, evaluation reports and emergency numbers. To keep team members informed of program goals and developments, with children, parents and administration. To continue to grow within the profession by attending workshops, conferences, taking courses, or through in-service training opportunities. To bring their new findings back into the classrooms and share it with teaching staff. To help with evaluation process, self evaluation process and set professional goals with administration. To attend weekly team meeting and monthly staff meetings and other parent programs or conference evenings as scheduled. To inform the administration of any ongoing classroom issue, or any scheduling or major environmental changes. To arrive at the Barn promptly and ready to begin working in the classroom during hired shift. When a team member, including a substitute, arrives late it is the responsibility of the Lead Educator to speak with the team member and remind her of the center policy and report it to the Director. It is the Lead Educator's responsibility to make sure the classroom is safely covered during that time. To be resourceful within the Holway ECC community, knowing where to go for replenishing materials, for ordering new supplies and equipment, petty cash etc. To inform the Director when: Leaving the building with children (and also notify staff member on floor) a child becomes ill in school a child has an accident at school ordering new equipment or supplies releasing a child to an unauthorized person needing to take time off wishing to refer a parent to outside resources (Director only) wishing to change working hours any incident that may involve anxiety in staff, parents or children (and also notify staff member on floor) Qualifications required: * BA or BS in Early Childhood Education or related field required as well as * EEC LEAD INFANT/TODDLER and/or PRESCHOOL EDUCATOR certification * Experience working with appropriate age children * Experience supervising students

Under general supervision of the Talent Search Director, the Advisor will collaborate with school personnel at assigned schools to meet grant objectives of the federally-funded Talent Search program. The Advisor will develop, coordinate and deliver career and college readiness services to students in grades 6-12. The Talent Search program aims to increase the rate at which low-income and first-generation students graduate from high school and go on to graduate from post-secondary institutions. The position is contingent on continued grant funding. Desirable Qualifications Experience providing academic, career, college or personal counseling for middle or high school students Experience facilitating workshops and presenting for groups of students and parents Background similar to Talent Search program participants Required Qualifications Bachelor's degree, preferably in human service or education-related field 2-3 years of related experience in teaching, counseling, advising, or leading groups of youth Professional experience working with students from diverse social, economic, academic and cultural backgrounds Must possess a valid driver's license and have a satisfactory driving record Must be willing to travel and drive to school sites across county Must be willing to work at functions outside of regularly scheduled work hours on occasion Preferred Qualifications See Desierable Qualifications

Under general supervision of the Talent Search Director, the Advisor will collaborate with school personnel at assigned schools to meet grant objectives of the federally-funded Talent Search program. The Advisor will develop, coordinate and deliver career and college readiness services to students in grades 6-12. The Talent Search program aims to increase the rate at which low-income and first-generation students graduate from high school and go on to graduate from post-secondary institutions. The position is contingent on continued grant funding. Desirable Qualifications Experience providing academic, career, college or personal counseling for middle or high school students Experience facilitating workshops and presenting for groups of students and parents Background similar to Talent Search program participants Required Qualifications Bachelor's degree, preferably in human service or education-related field 2-3 years of related experience in teaching, counseling, advising, or leading groups of youth Professional experience working with students from diverse social, economic, academic and cultural backgrounds Must possess a valid driver's license and have a satisfactory driving record Must be willing to travel and drive to school sites across county Must be willing to work at functions outside of regularly scheduled work hours on occasion Preferred Qualifications See Desierable Qualifications

About the Opportunity Summary & Responsibilities: Teach graduate courses relating to cooperative education and career development. Courses designed to provide a forum for students to critically analyze and reflect on the relationship between theoretical learning and their field experience. In conjunction with this course, students complete a cooperative education placement to gain practical experience. Students are asked to investigate the challenges, opportunities, standards and implications of their career interests by looking through the lens of the organization that provides their work placement. Students are expected to design a portfolio that demonstrates their career applying leadership principles to practical situations, networking to increase post graduate opportunities, professional presentation skills, business etiquette, cultural communication and personal branding, 12-14 week course begin every semester with starts in September and January. Positions are available contingent upon enrollment, funding and departmental needs. The Cooperative Education Program at the College of Science Course assignment and instruction for this posting will be for the Cooperative Education division of the College of Science which serves students who want to gain practical work experience during the course of their degree program. These courses are designed for students who meet eligibility criteria and are participating in short term practical work experiences (internships and co-ops) that are relevant to their vision and skill level. Course content includes areas such as: self-assessment, industry analysis and research, interviewing and academic course of study. Qualifications: Master's degree required. Work in experiential learning, career services or related field preferred. 2+ years teaching experience required. Online teaching experience desirable. Applicants with industry experience in Biotechnology or Life Sciences not required but a plus. Courses to be taught primarily on-ground .Courses begin January and June. Positions are available contingent upon enrollment, funding and departmental needs. Position Type Academic Additional Information Northeastern University considers factors such as candidate work experience, education and skills when extending an offer. Northeastern has a comprehensive benefits package for benefit eligible employees. This includes medical, vision, dental, paid time off, tuition assistance, wellness & life, retirement- as well as commuting & transportation. Visit ************************************* for more information. All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, religion, color, national origin, age, sex, sexual orientation, disability status, or any other characteristic protected by applicable law. Pay Range: The per credit rate is $2,208 - $2,885