Math teacher jobs in Hudson, NH - 1,993 jobs

The Center for Applied Behavioral Instruction (CABI) is a growing state of the art educational program for students on the autism spectrum with accompanying behavioral difficulties. We have a unique team format consisting of a 2:1 & 1:1 student to educator ratio with a Special Education Teacher and a Board Certified Behavior Analyst (BCBA) within each classroom, both not considered in ratio. Classrooms are no more than 8 students per room. Our goal is to provide a highly structured and intensive environment while building positive relationships with our students and supporting them not only educationally, but behaviorally, socially, adaptively, and emotionally. Salary range is $65,000-$75,000, commensurate with education and experience. Schedule: * The full time position is school based working from Monday through Friday, 8:00 am to 4:00 pm for a 226 day school year. Paid Time off: * February school break week, April school break week, week of the 4th of July, and the week between Christmas and New Year's. * Paid holidays include Labor Day, Columbus Day, MLK Day, Memorial Day and Wednesday-Friday the week of Thanksgiving. * An additional 9 days of sick and personal time are also available. Benefits: * CABI contributes approximately 75% of Health and Dental costs and 100% of Vision costs for full time employees. * Benefit coverage beginning the first day of employment. * 401K Plan with 4% employer match, vested immediately. Participation eligible 90 days after date of hire. * Ongoing training and professional development programs. * Tuition reimbursement. * Multiple staff events throughout the school year. Sign on Bonus * $5,000 sign on bonus; $2,500 after the first 90 days and $2,500 after 365 days. Key Responsibilities: * Develop and implement individual student goals and objections into Individualized Education Plans (IEPs), ensuring that they receive appropriate and effective support. * Creation and execution of daily program curriculum and individualized student education plans. * Assess student progress regularly and adjust instructional methods as needed to ensure student success in meeting their educational goals. * Participation in analysis of behavioral data, and the supervision of ABA instructors in the implementation of instructional and educational activities. * Maintain a positive, inclusive, and supportive learning environment that promotes respect, collaboration, and academic achievement for all students. On-site Continuing Education Credits: * As an on-site ACE provider, CABI offers free monthly CEU events to its employees. * $500 annual stipend towards off-site CEU events annually (i.e., BABAT, MassABA, etc.). * $250 maximum per event reimbursement * Direct access to Senior Leadership with a commitment to training and development of staff including a dedicated training week each August. Qualifications: * Bachelor's degree in Special Education or related field, Master's Degree preferred. * Massachusetts Special Education Certification or eligibility for certification or waiver in Moderate or Severe Special Needs in the Commonwealth of Massachusetts. * Commitment to working with young people with developmental disabilities. * Displays ability to coordinate with others, contributes to instructional knowledge in identifiable and demonstrated ways, helps resolve conflicts when they arise; always conducts oneself in a professional manner. * Excellent attention to detail. * Displays the desire to advance skills, contribute positively to projects and takes ownership of tasks and assignments. * Displays an ability to articulate well in both verbal and written communication. * Valid Drivers License Job Type: Full-time Pay: $65,000.00 - $75,000.00 per year Benefits: * 401(k) * 401(k) matching * Dental insurance * Health insurance * Life insurance * Paid time off * Professional development assistance * Tuition reimbursement * Vision insurance Education: * Bachelor's (Preferred) Experience: * Teaching: 1 year (Preferred) * Special Education: 1 year (Preferred) License/Certification: * Teaching Certification (Required) * Special Education Certification (Required) Work Location: In person

About Medley Learning Medley is a software solution that fosters inclusive, rigorous classrooms. Medley allows a classroom of diverse learners to all access the same grade-level content, with scaffolds designed specifically for multilingual learners and students with disabilities. Teachers control what supports are provided, but Medley does the time‑consuming work of scaffolding to match each student's needs. This is AI done right: not creating lots of new low‑quality content, but instead adding just‑right supports to existing grade‑level content. After a successful spring pilot, Medley is now being used by dozens of schools. We designed Medley to ultimately support the more than 5 million multilingual learners in U.S. schools, and our early pilots are validating that trajectory and are expanding to support students with disabilities, ultimately helping more than 20% of U.S. K-12 students. Learn more at medleylearning.com. We're proud to have the support of Workshop Ventures, a venture studio building and investing in startups in climate and education. Medley is guided by leading advisors including Eleanor Laurans (SimpliSafe co‑founder, former CFO of Boston Public Schools), Dr. Margo Gottlieb (WIDA co‑founder), Dr. Timothy Boals (WIDA co‑founder), and district ML leaders who are actively shaping our pedagogical strategy. The Opportunity Join Medley Learning as Head of School Success at a pivotal growth moment: Join a company with momentum, leadership and funding Working product actively used in multiple districts Strong early demand and a growing pipeline of paying customers Deep partnerships with multilingual education thought leaders Backed by Workshop Ventures with both funding and also hands‑on support from proven entrepreneurs As a member of the founding team, embrace an entrepreneurial opportunity to shape the direction of the company Build the School Success function and team from the ground up Work with the founding team to build culture, systems and processes that translate into a high performing growth team You'll be an architect and operator who designs scalable systems, drives engagement, while working directly with school and district partners to ensure they succeed with Medley Learning. In this role, you'll build the foundation for growth and a high‑performing team, ensuring that Medley's innovative product translates into measurable impact for millions of students. The Role We're hiring a Head of School Success to own the entire customer journey from onboarding through renewal and expansion, while also building the operational backbone that enables Medley to scale. You'll be the bridge between our school partners and our product team, driving engagement, usage, and product love. You will: Act as the bridge between customers and product Build implementation and success systems from scratch Drive usage, engagement, and measurable student impact Lay the groundwork for a future team in Customer Success, Implementation, and Service Delivery What You'll DoOwn the Customer Journey Own and manage a portfolio of district and school partners through the entire customer journey from handoff to renewal Lead end‑to‑end implementation: rostering/data import, setup, training, troubleshooting Drive usage through proactive account maintenance and customer health monitoring Identify and execute expansion opportunities within existing partners Build Medley's Success & Operations Infrastructure Design and implement scalable processes for onboarding, usage monitoring, support workflows, and documentation Build customer success systems and processes in HubSpot to track metrics, manage workflows, scale and automate key operations Develop customer communications: newsletters, user resources, community content, and self‑serve materials Create internal playbooks, data dashboards, and health scoring models that guide future hires and team growth Cross Functional Leadership Partner with Sales on demos, renewals, and expansion conversations Triage customer feedback to Product and Engineering teams Support cross‑functional operations wherever needed as part of a scrappy, fast‑moving early‑stage team Required Qualifications Customer Success Foundation: Proven ability to drive engagement, adoption, and retention. You build systems, track metrics, and deliver results. School Experience: 5+ years working inside K‑12 schools. You understand district operations, culture, and politics. Education Domain Expertise: Deep knowledge of instructional implementation for multilingual learners and/or students with disabilities. You speak credibly with ELL Directors, Special Education leaders, and Chief Academic Officers. Systems Builder: You create processes, documentation, and scalable operations from the ground up. Player‑Coach Mentality: Comfortable being hands‑on now while building toward team leadership. You do the work and design the systems. Product Mindset: You think like a product owner, translating customer needs into actionable insights and envisioning new service offerings. Preferred Backgrounds Former educators who transitioned into consulting, operations, or customer success Customer Success leaders from EdTech companies with experience implementing instructional tools and scaling teams from early traction to significant adoption Professionals with experience working with district leaders on instructional strategy and change management If you don't meet every requirement but feel you're an exceptional fit, we encourage you to apply. Who You Are A School Insider: You've lived and breathed K‑12 education. You understand how decisions get made, who the key stakeholders are, and how to navigate district bureaucracy. Detail‑Oriented and Strategic: You can meticulously track usage data and customer health metrics while also cutting through noise to identify what truly matters for customer success. Relationship Builder: You build trust quickly with diverse stakeholders, from classroom teachers to C‑suite district leaders. Efficient and Scrappy: You thrive in lean, fast‑moving environments. You can manage multiple priorities and aren't afraid to roll up your sleeves. Passionate About Equity: You're driven by Medley's mission to help underserved students access grade‑level content. You see customer success as a path to educational equity. Collaborative: You work seamlessly across Sales, Product, and Engineering. You know how to give and receive feedback to drive the company forward. Why Join Medley Direct impact at scale: Your work will help millions of multilingual learners and students with disabilities access the same grade‑level content as their peers. Build from the ground up: Shape the customer success function at a company with strong early traction and proven product‑market fit. As Medley scales, there is significant potential to grow. Mission‑driven team: Work alongside founders and teammates who are deeply committed to educational equity and improving outcomes for underserved students. Meaningful problems: Bridge the gap between cutting‑edge AI technology and real classroom impact, translating pedagogical needs into product insights. We are committed to creating a diverse and inclusive work environment. We welcome applicants from all backgrounds and experiences. #J-18808-Ljbffr

Join Our Mission to Transform Lives! 'Empowering Students, Enriching Futures!' Are you a dedicated ESE/SPED Teacher ready to make a significant impact? The Stepping Stones Group is excited to invite you to join our team in Dorchester, MA! This is full-time. As a part of our team, you won't just have a job - you'll have a purpose. We match our employees with roles that fit their passion and skills, so they can thrive while helping students do the same. What We're Looking For: * Graduate from a teaching program * Current MA SPED cert with exp in Math or ELA preferably * Experience working with children and adolescents in a school setting Why You will Love Working With Us: * Competitive pay, Benefits, and Health and Wellness stipends that let you enjoy life inside and outside of school * Professional Development Stipends: Invest in your growth with our financial support. * 401(k) Plan: Secure your future with our retirement savings plan. * Online Resources: Access approved webinars, therapy ideas, and free CEUs. * Referral Program: Share the opportunity! Refer your friends and help them join our amazing team today! * Responsive and Supportive Clinical Leadership: At The Stepping Stones Group, you will be surrounded by clinical leaders who are responsive and supportive, ensuring you have the guidance and resources needed to excel in your role * Meaningful Interactive Opportunities: Engage in meaningful interactive opportunities designed to enhance your professional development * Exclusive Access to Premium Content: Gain access to our exclusive content, offering advanced tools and resources to support your continuous growth and the delivery of high-quality speech services At The Stepping Stones Group, we are all about making a difference - one student at a time! We believe every child deserves the best support for their academic and social-emotional growth, and that is where YOU come in! Ready to Transform Lives and love what you do? Join us today - let us make a difference together!

THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/02/26 and ends 03/18/2025. 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 (************************************************************************ Boston Public Schools seeks an exceptional Special Education teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity, and innovation and respects their skills and abilities as a teacher. Reports to: Principal/Head of School Responsibilities * Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development. * Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum. * Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development. * Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development. * Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification. * Provide assistance for students transitioning to adult living services where appropriate. Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP 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 a 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 * Education: Hold a bachelor's degree. * Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level * Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. * Ability to meet the BPS Standards of Effective Practice as outlined above. * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualification-Preferred * Experience teaching in urban schools. * Degree in Special Education. * Hold either ESL License at the appropriate level or SEI Endorsement. * 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. * In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). Terms: 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 in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

, 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 ********************** What You'll Do: This position will provide critical coverage to literacy classrooms in elementary schools throughout the district for short and long term absences of classroom teachers for the duration of the 25-26 school year. This role will be responsible for providing literacy instruction to students using the school's identified curriculum, collaborating with other staff, and grading as appropriate for the coverage. Purpose of Position: * To provide additional flexible support to schools with 1:1 coaching and meeting facilitation Essential Attributes: * Holds an unwavering belief that every student in Salem can grow and succeed * Skilled in providing equitable access to the curriculum, particularly in underserved populations * Able to work collaboratively and flexibly as part of a building team * Has a strong work ethic, is self-directed, and has the ability to work independently * Self-reflects and accepts feedback with a growth mindset Responsibilities: * deliver high-quality, whole-group literacy instruction and implement curriculum-aligned lesson plans * Administer, score, and analyze formative and summative literacy assessments to monitor student progress, identify learning gaps, and inform future instructional adjustments. * Create a positive, engaging, and safe classroom culture. * Establish and maintain effective classroom management to maximize student time on task and foster a productive learning atmosphere. * Collaborate regularly with grade-level team members to align literacy instruction across the curriculum, share best practices, and analyze student data. * Actively participate in professional learning opportunities focused on current trends and evidence-based practices in elementary literacy education. What You'll Bring: We are looking for candidates who have diverse backgrounds and experiences, are inspired by our mission, and are highly motivated to change children's lives through education. You'll be right at home here if you are a reflective practitioner who values collaboration with colleagues and pushes yourself, your work, and the people around you to the next level. We expect our SPS employees to: * Hold a deep commitment to students and families and value diversity - The SPS community is vibrant, diverse in background, ethnicity, language, and perspective. You embrace and affirm the backgrounds of all members of the SPS community and view our diversity as a powerful resource that supports us each in learning and doing our best work. * Hold high expectations for yourself, students, and colleagues - You see potential in all, especially our SPS students, and maintain high expectations for achievement, while providing the support necessary to meet that bar. You hold yourself to high expectations, modeling SPS values, and seeking opportunities to continuously improve. * Build authentic, caring relationships with colleagues, students, and families - You build strong relationships across students, families, and colleagues that are collaborative in nature and contribute to the individual and collective success of SPS. You partner with families and colleagues to make decisions in the best interest of students and learning. * Embrace feedback - You are a reflective practitioner who learns from failure, using mistakes and challenges as opportunities for growth. You model persistence and growth mindset and thrive in a culture of feedback. Job Requirements: * Bachelor's Degree (Required), Masters preferred * Required Massachusetts teaching certification/licensure * Sheltered English Immersion (SEI) Endorsement (Required within 1-year of start date) * Dual Certification is a plus * Experience working in a diverse, urban environment preferred * Demonstrated ability to work collaboratively and effectively with teachers * Maintain professional competence through in-service education activities provided by the District, and/or in self-selected professional growth activities. * Minimum of 2 years teaching experience and working in an urban public school or charter school setting preferred. * Proven track record of raising student achievement scores in an urban/turnaround environment highly desired. * Proficiency with technology (digital literacy, teacher/family communication suites (ParentSquare preferred), Google Workspace) desirable. * Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice * Second language (Spanish and/or Portuguese) proficiency a plus * Bilingual candidates and candidates of color strongly encouraged to apply * Current authorization to work in the United States Work Year: Teachers in Salem Public Schools work a 185 day school year (180 student contact days plus 5 professional development days. Please click here to view the 2025-26 district and/or school calendars. Continued employment in SY 26-27 is dependent upon the availability of grant funding. Salary: Teacher salaries in the Salem Public Schools are determined by the Salem Teachers Union collective bargaining agreement, 2024-2027. Benefits: The City of Salem offers Group Insurance Commission (GIC) benefits to all full-time employees. Click here for more information about our health benefits. 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.

Substitute - Long Term/Substitute Teacher Date Available: 01/06/2026 Additional Information: Show/Hide Long Term Sub: Dates: 1/6/2026 - 1/23/2026; 2/2/2026 - 2/20/2026; 3/2/2026 - 3/20/2026 Pay Scale: $175 - $250 per day; depending on licensure/certification Qualifications: Massachusetts certification & successful, supervised experience within the last five years as teacher, student teacher, intern or apprentice in this discipline. Responsibilities: Fulfill classroom teaching responsibilities. Teaching appropriate grade level for a leave of absence. We believe that our students deserve to learn from educators who reflect their backgrounds and life experiences, and we want our staff to reflect the wide range of student identities we seek to serve. To this end, our District is committed to increasing the diversity of our certified educators and leaders. We believe that by building a more representative workforce, our students will have better outcomes and be more prepared for an increasingly diverse world. We encourage the following to apply: candidates of color, individuals with diverse life experiences and non-traditional backgrounds, and allies in our diversity, equity, and inclusion work. Application Procedure: Apply online

We're Hiring: Pediatric Occupational Therapist - Milton, MA ?? Amergis Educational Staffing is proud to partner with a school in Milton, MA to hire passionate and qualified Occupational Therapist for the remainder of the 2025-2026 school year! + Location: Milton, MA + Start Date: ASAP + Schedule: Monday-Friday, 8:20 AM - 2:49pm PM + Pay Rate: Up to $60/hour ?? Grade Levels + Elementary Caseload ?? Role Responsibilities + Deliver individualized and group instruction aligned with students' IEPs + Conduct initial and re-evaluations of student needs + Create a supportive and inclusive learning environment + Collaborate with education staff, specialists, and families + Monitor and document student progress toward academic, social, and emotional goals + Attend and contribute to IEP meetings; write and revise IEPs as needed ? Requirements + MA Occupational Therapist License (active and in good standing) + Minimum 1 year of experience working with students with intellectual or developmental disabilities + Strong knowledge of IEP development and implementation + Experience attending and writing IEPs + Ability to provide academic and behavioral support in a classroom setting + Excellent communication, collaboration, and classroom management skills + ?? Ready to Apply or Have Questions? We'd love to connect and share more about this opportunity! Elizabeth Meehan (She/Her) Educational & Healthcare Recruiter ?? ******************** ?? Office: ************** | ?? Fax: ************** ?? 110 2nd Avenue, Needham, MA 02494 Minimum Requirements: + Current licensure as an Occupational Therapist in the State of practice + One (1) year of prior professional Occupational Therapy experience preferred + Complies with all relevant professional standards of practice + Current CPR if applicable + TB questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or state regulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

Job Title: Grade 8 Math Teacher Reports to: Principal Job Type: Full-Time Union Welcome to Lawrence Public Schools Lawrence Public Schools is committed to ensuring that ALL students successfully master the content and skills necessary to graduate from high school, college, and/or career ready. We achieve this by providing a standards-based, rigorous instructional program focused on academic achievement and the development of 21st-century skills, accompanied by a comprehensive system of support. These efforts are monitored and assessed regularly to ensure accountability to all stakeholders. Position Summary: Arlington Middle School is seeking a 8th-grade Mathematics teacher responsible for teaching four core Math classes and an intervention class. Proficiency in the Massachusetts State Standards is preferred. The ideal candidate possesses a belief that all students are capable of learning. Experience with co-teaching and inclusion practices, including collaborative planning, are recommended. Essential Duties & Responsibilities: Creating academically rigorous lesson plans, materials, and assessments utilizing the Eureka Squared (Math curriculum) and Maintaining homeroom cumulative folders Incorporating technology into lesson activities Overseeing one homeroom class and one advisory class Participating in the Warrior S.T.R.O.N.G. schoolwide positive behavior support protocols Participating in grade-level and content vertical planning meetings Attending IEP, 504, student support, and team meetings Participating in curriculum night, report card night(s), and monthly building meetings Knowledge, Skills & Abilities: Active Massachusetts Teacher Certification with SEI Endorsement Proficient in English; Bilingual (Spanish) preferred Be a team player and a problem solver Have strong communication skills Be reliable and resilient Have experience in urban education Recognize and support the academic and social/emotional needs of each child Have the ability to create and effectively manage a positive classroom culture Be familiar with Restorative Justice Practices and other student-centered social-emotional approaches Have familiarity with Wonders ELA, Eureka Math, Inspire Science, and Impact Social Studies curriculum programs The hired candidate will be working in a self-contained classroom teaching all subject areas Qualifications & Requirements: Bachelor's Degree Required/ Master's Degree preferred; Valid Massachusetts Teaching License in ESL preferred; Current Authorization to work in the United States. Equal Opportunity Employer: Lawrence Public Schools is an equal opportunity employer committed to fostering an inclusive environment for employees and applicants. We encourage individuals from diverse backgrounds to apply. Pay Range * $59,988 to $93,358 depending on experience and licensure Non-Discrimination Statement: Lawrence Public Schools is dedicated to maintaining a workplace and learning environment free from discrimination based on race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information, disability, or any other basis prohibited by law. We prohibit retaliation against individuals who oppose discrimination or participate in investigations. All offers of employment are contingent upon the successful completion of the required background check and availability of funding. Position : 324347014 Location : ARLINGTON MIDDLE SCHOOL Posting End : 01/14/2026 Salary: $56,372.00-$84,000.00

McCall Middle School is looking for a Teacher to teach three sessions of 6th Grade Learning Center during the week of January 5, 2026. Candidate should hold appropriate DESE license as Teacher of Students with Moderate Disabilities, PreK-8 or 5-12. Compensation: $180-$375/day

08th January, 2026 Why NHCS? Neighborhood House Charter School (NHCS) is a tuition-free open enrollment charter school for grades K1-12 in Dorchester that is a public alternative to traditional district schools. We serve over 800 students across two campuses predominantly from the neighborhoods of Dorchester, Roxbury and Mattapan. We believe in the social emotional well-being of our students and know that a well-coached and supported educator is instrumental in helping our scholars both academically and in their SEL growth. We do not give up on kids. Our expectation is that all of our students thrive at NHCS, graduate from high school and pursue post-secondary education on the path to life success. Our educators are partners with our scholars and their families as they embark on this path. What is the ELA Teacher role? As a High School ELA Teacher you care deeply about the success of your students and create strong relationships to leverage success both in and out of the classroom. You understand the demands of a high paced classroom and create a positive learning environment through consistency and authenticity. You are excited about presenting engaging and differentiated lessons to create opportunities for scholars to develop their skills through reading, writing, listening and speaking. You will work at our Centre St. campus teaching four periods per day. The hours are Monday-Friday, 7:45am-4pm. Someone coming to us with two years of experience and a master's degree can expect to make $67,500. Candidates who share two or more points of intersection with our scholars are eligible for a priority qualification bonus of up to $2,000. Is this You? * You have earned a Bachelor's degree; * A passing score on the Communications & Literacy MTEL, as well as a MTEL in the content area(s) they teach within their first year of employment at NHCS * An SEI Endorsement (core academic and special education teachers only) as defined by DESE, within their first year of employment at NHCS * You are committed to cultivating anti-racist, culturally responsive and restorative practices; * You believe in a Warm Demanding ethos where the two phrases, "We care about you" and "We have the highest expectations for you" go hand in hand. * You are committed to cultivating the social emotional wellbeing of all of our scholars both in and out of the classroom; * You will thrive in a community in which all members demonstrate accountability, flexibility, humor, effort, responsibility, respect and hope; * You are able to start ASAP. Neighborhood House Charter School (NHCS) is committed to being an anti-racist organization. The work of racial justice does not belong to a department or position; it is the responsibility of every member of our community - scholar, family, and educator. As an educational organization, we are committed to continual growth and learning so everyone can find a safe place to belong and walk on their own anti-racist journey in the midst of a racially diverse and vibrant community. This will ensure that we, as an organization, reflect, equip, and care for all. We are an equal opportunity employer and it is our policy to provide equal opportunity for all applicants and employees without regard to race, color, religion, gender or gender identity, sexual orientation, veteran status, genetic information, age, disability, marital status or any other basis protected by federal, state or local laws. We encourage you to apply even if you feel that you do not meet all the stated requirements for the position. Apply For Job

Description of Service Opportunity: This Service Agreement is applicable to Mentor Teachers who are paired with one (1) mentee. The mentoring relationship is shaped by the activities that the Mentor and beginning Teacher participate in together. These activities should help the beginning Teacher improve upon practice and develop an understanding of the Massachusetts Standards of Effective Teaching Practice. Mentoring activities include (but are not limited to): * Facilitating a strong start to the year. Mentors can help beginning Teachers launch into a productive year by making sure they know where to obtain all needed materials, are familiar with routines and schedules, and curriculum expectations. * Providing instructional support. This includes, but is not limited to: * Meeting regularly (both formally and informally) during the school year to conference, reflect on practice, analyze student data, and plan curriculum and lessons. * Making regular observation visits to the beginning Teacher's classroom. * Modeling instructional strategies and facilitating opportunities for the beginning Teacher to observe other effective Teachers (including those in other schools). * Teaching (or co-teaching) the beginning Teacher's class so the beginning teacher can observe the Mentor Teacher. * Providing guidance on classroom management and how to address behaviors that interfere with learning. * Analyzing and assessing the beginning Teacher's practice in relation to the CPS Teacher Rubric in order to help the beginning - - Teacher reflect and improve - and ultimately demonstrate proficient practice across the four standards. * Videotaping lessons and analyzing the video and reflecting on best practices together. * Providing professional support. Beginning Teachers need to be informed of district, school, and grade level/content team data and goals. * Providing personal support. Mentors can help relieve the stress of beginning Teachers by introducing them to other faculty members and helping the beginning Teacher to put problems in perspective with support and encouragement. * Maintaining a confidential relationship with the beginning Teacher. It is important that the beginning Teacher be able to discuss problems openly with the Mentor, so that they may be addressed in a timely and informed manner. The role of the Mentor is to support the beginning Teacher, not to evaluate them. * Participating actively in CPS mentoring meetings and maintaining all required documentation. Minimum Requirements: DESE defines the following eligibility criteria for Mentors. To serve as a CPS Mentor, an educator must: * Have successfully completed at least three years of experience in a teaching role. * Have demonstrated effective teaching practice in the classroom as shown by receiving a rating of at least proficient on their most recent evaluation. * Have demonstrated practice that reflects excellent content knowledge of the MA Curriculum Frameworks and the Standards of Effective Teaching Practice and Educator Evaluation System. * Be an effective communicator and problem solver, especially when working with colleagues. * Have demonstrated proficiency in a variety of pedagogical strategies/methods to meet a diverse range of learning needs. * Be knowledgeable about the professional and community resources in the school and district. * Be able to maintain a confidential relationship. Individuals who are selected to serve as Mentors for a new teacher under the New Teacher Induction Program will receive a stipend of $2,000 for serving as a Mentor to a new Teacher during the new Teacher's 1st year in CPS. Stipends will be paid in two installments (in January and June) upon up-to-date and successful completion of the mentoring responsibilities noted above. Should the mentorship be discontinued for any reason, the stipend will be prorated to reflect the amount of time that the Mentor served in the mentoring role. Possible reasons that a mentorship might be discontinued include, but are not limited to: * The mentee resigning from their teaching position prior to the end of the school year. * The mentee being terminated from their teaching position prior to the end of the school year. * The principal and/or the director of professional learning and leadership reaching a determination that the mentor/mentee relationship is not meeting the needs of the beginning teacher. Length of Contract: September 2, 2025 to June 30, 2026 Contract Amount: Flat Rate $2000.00

Codman Academy is seeking educators who are interested in serving in the role of a Beginning Teacher Mentor. The below job description outlines the purpose, roles and responsibilities of a Beginning Teacher Mentor. This is a stipended position that will be offered to internal and external candidates who meet the qualifications. What is the role of a Beginning Teacher Mentor? All beginning teachers (teachers in their first three years of teaching) should be assigned to a mentor within the opening weeks of school. Mentors provide instructional, social-emotional and logistical support to novice educators, as they acclimate to their new position. What are the responsibilities of a Beginning Teacher Mentor? Mentoring can occur in a one-on-one format or in a group setting. Mentor should check in with the mentee 15-20 hours per year (or approximately 2 hours/month) with increased support at the start of the year, and should include activities including, but not limited to: Support with understanding the essential role and responsibilities of a new educator in their respective grade level and content area including but not limited to lesson planning, parent/family communication, classroom management and discipline, grading, collaborative planning, and responsibilities related to licensure (if relevant). Offer culturally responsive mentorship, supporting educators from diverse backgrounds and preparation pathways Support with lesson planning using High Quality Instructional Materials (HQIM) aligned to Mass Frameworks/CCSS. Support mentees with unpacking the Standard of Excellent Teaching and planning for the implementation of high leverage instructional practices outlined in the tool, with a focus on those related to tier 1: Crew Culture, Empowering Learning Environment, High Quality Tasks/Work and Student-Centered Learning. Modeling best teaching and planning practices including observing the mentee's practice when possible and providing actionable feedback and/or supporting the mentee to observe the mentor's practice or visit other model classrooms. Provide support with navigating school and district policies and procedures Supporting mentees in self reflection, goal setting and professional growth, aligned with district and school licensure and evaluation expectations. Mentor Eligibility Requirements: To be eligible to serve as a mentor, educators must meet the following requirements, as outlined by DESE: At least 3 full years of experience under an initial or professional license Serve in the same professional role as the educator (e.g. teacher). Strong preference will be shown to matching mentors and mentees based on common subject, grade level or program area (secondary teacher, special education teacher, early childhood teacher, etc.) Mentor Training and Support: Codman is responsible for providing mentors with training on their role prior to the start of mentoring and on-going support throughout the year. This year, this will include 3 mentor development meetings outside of contractual hours. Mentors will be required to participate in these trainings to ensure coherence and alignment of mentorship activities across the district. Topics for mentor training and support will include, but not be limited to: Mentor Role & Responsibilities: Facilitating regular (at least monthly) mentor-mentee meetings Supporting reflective practice and goal setting Observing and providing feedback to mentees Connecting mentees w/ professional learning, resources and supports Confidentiality Effective, culturally responsive practices for supporting mentees Building trusting relationships and establishing effective communication Valuing and leveraging mentees' background and experiences as assets Supporting mentees professional learning, growth and agency Grade level content standards and culturally and linguistically sustaining practices, in alignment with our Codman Standard of Excellent Teaching.

McCall Middle School is looking for a Teacher to teach three sessions of 6th Grade Learning Center during the week of January 5, 2026. Candidate should hold appropriate DESE license as Teacher of Students with Moderate Disabilities, PreK-8 or 5-12. Compensation: $180-$375/day

Four-and-a-half-day work week • Excellent benefits package (MVRCS) Founded in 1998, Mystic Valley Regional Charter School (MVRCS) in Malden, MA serves more than 1,750 students in Kindergarten through Grade 12. At Mystic Valley, great teachers, carefully selected curricula delivered with fidelity, high expectations, and traditional pedagogy form the foundation of our students' success. Year after year, Mystic Valley ranks among the top public schools in Massachusetts, New England, and the nation. Our graduates consistently excel at the post-secondary level, an achievement that reflects the rigorous preparation and strong academic culture cultivated during their time at MVRCS. Students in Grades K-12 attend school in dress code for 200 instructional days. Our school day is 60 minutes longer than that of most traditional public schools. Together, these factors help us fulfill our mission of providing every student with the opportunity to receive a world-class education. Job Summary The Classroom Teacher is responsible for providing high-quality instructional services to students, collaborating with colleagues and families, and ensuring strong academic outcomes. This role includes planning, delivering, and assessing instruction, as well as maintaining thorough documentation and engaging in ongoing professional development. Responsibilities and Duties Maintain an organized, structured classroom environment aligned with the daily schedule. Implement designated curricula effectively and with fidelity. Document lesson implementation and student progress consistently (daily/weekly). Deliver Core Knowledge lesson plans and adhere to the established sequence. Participate in all required professional development sessions. Attend weekly grade-level meetings, weekly/bi-weekly Teacher Assistance Team (TAT) meetings, and bi-monthly staff meetings. Participate in IEP meetings as needed. Complete required Special Education documentation and implement classroom accommodations outlined in IEPs and 504 Plans. Conduct weekly (designated) peer practice sessions for 30 minutes. Attend and conduct four parent-teacher conferences annually (two in fall, two in spring). Participate in Back to School Night, open houses, and other mandatory evening events. Perform assigned morning, lunch/recess, and afternoon duties. Support, adhere to, and uphold all school policies and procedures. Carry out additional duties assigned by grade-level leaders, department heads, and the Leadership Team. COVID-19 vaccinations are not required.

Walpole Public Schools is seeking a Long-Term Substitute (LTS) Grade 7 ELA Teacher at Walpole Middle School. This assignment is expected to begin on January 26, 2026, through March 4, 2026. DESE license or eligible to obtain required. Salary commensurate with degree and experience.

Assabet Valley Collaborative is seeking a High School Humanities teacher for our Therapeutic Day School, Orchard Street Academy NOTE: Before you read on, please read the Commitments to Educational Equity that AVC strives to adopt across our organization. We seek to add employees to our team who can help us make these commitments a reality and influence how we lead, learn, innovate, design, collaborate, and serve our students, families, partners, and communities. Within this role, examples of how we strive for Educational Equity includes ongoing, in depth examination of individual and interpersonal beliefs and how they impact our work within micro and macro systems. Still interested? See below: Who We Are: Assabet Valley Collaborative (AVC) is an educational service agency in Metrowest/Central Massachusetts. Our services include school programs, wraparound services, transportation services, professional development, cooperative purchasing and consulting. AVC's Orchard Street Academy (OSA) is a small public therapeutic school serving grades 5th- 12th. We are looking for a teacher who serves as a leader and as a learner; a team member who is flexible, resourceful, and thrives in a fast-paced, non-traditional, collaborative environment and who understands educational and human service institutions. This person demonstrates a learning mindset and ability to receive feedback, self-reflect, and adapt, as well as an ability to effectively facilitate the learning of others by pushing their thinking, building their skills, and sparking their self-reflection and curiosity. The ideal candidate would possess or demonstrate the following: Ability to engage with conflict and core tensions Bilingual or multilingual is a plus Ability to thrive within a team while also being able to work independently Encourages and fosters passion and enthusiasm for teaching and learning Adhere to established federal, state, and local laws and regulations (FERPA, HIPAA, and IDEA) Experience working in schools, nonprofits, human service organizations Bachelor's Degree required Massachusetts DESE licensure in Moderate Special Needs, 5th - 12th Candidates with dual licensure in Moderate Special Needs and core content area are highly desired Job-specific Details: AVC is seeking to hire a teacher who: Believes students are successful when they are given positive reinforcement and behavioral supports Prioritizes an instructional focus with a blend of the following: Social emotional learning, culturally relevant teaching, Universal Design for Learning, and the Massachusetts Curriculum Frameworks Empowers and fosters the skills for students to become problem solvers and independent decision makers Is skilled at co-designing and adapting a comprehensive curriculum to best meet the daily and personalized learning needs of students through individual, small and whole group activities Balances high academic and behavioral expectations with necessary accommodations and modifications Co-designs and collaborates with families/guardians, sending districts and providers Experience working within and across diverse public education environments Partners with students and all those invested in their success to develop, present, and implement team drafted IEPs Partners with paraeducators towards effective curriculum development and implementation of IEP accommodations Works with team members to establish and implement student centered assessments and sustainable data systems that will inform instruction and generate progress reports Complete necessary documentation Demonstrates an ability to be flexible and adapt to the evolving needs of students and the school environment Participate and engage in professional development and community events Comply with collaborative wide policies and procedures Perform all other duties and responsibilities as assigned Evaluation: Evaluation to be performed annually in accordance with Assabet Valley Collaborative's personnel handbook and pertinent regulations and statutes. Schedule: 185 day schedule. Operating hours of the program, 8:00am-3:00pm. Summer hours are also available, but not required. Physical Demands: This is an active position that requires frequent physical movement to meet the needs of our students. Staff will receive training to physically intervene as needed per AVC Physical Restraint protocol, policy and applicable regulations. Competitive Benefits include: Compensation competitive within public school employees sector (salary schedule with steps and lanes) School year (185 days) with additional summer hours available at additional compensation 3 personal days, 10 sick days 75% health insurance premiums covered by AVC High deductible Health Insurance Plan + Health Savings Account (AVC contributes 50% of deductible into your HSA) Participation in MA state pension systems (MTRS or MSERS) Voluntary benefits: Flex Spending, Life, Short-term, Long-term Insurance; Dental For more information and to apply *****************************************

At Magical Beginnings, we know that the earliest years matter most. With Care, We Care isn't just a tagline - it's how we show up for children, families, and one another every single day. As a leading provider of early education across Massachusetts, our award-winning programs create safe, joyful, and engaging learning environments where infants, toddlers, and preschoolers truly thrive. We are currently seeking a Floating Certified Teacher to join our team. This is a highly valued, dynamic role that brings flexibility, variety, and impact. As a floating teacher, you'll support multiple classrooms, ensure continuity of care, and step in wherever children and teachers need you most. No two days are the same - and that's exactly what makes this role exciting. If you're an energetic, compassionate educator who thrives in a collaborative environment and takes pride in supporting both children and colleagues, this role has your name on it.You'll Be Successful in This Role If You Have: EEC Teacher Certification, CDA, or equivalent education and experience Prior experience in a center-based childcare or private school setting A warm, engaging presence and a genuine passion for early childhood development A flexible, team-first mindset and the ability to pivot with confidence Position Requirements: Ability to spend extended periods on the floor with children Ability to lift to 50 pounds Ability to stand for up to 90% of the workday Strong attention to detail, time management, and professionalism As a Floating Teacher, you will play a critical role in keeping our classrooms running smoothly and our children supported throughout the day. Responsibilities include: Providing classroom coverage for teacher absences, planning time, breaks, and daily staffing needs Supporting classroom opening and closing routines, including cleaning, sanitizing, and preparation for the next day Assisting teachers with daily classroom activities such as: Engaging children during free play and learning centers Supporting lesson preparation and classroom projects Supervising outdoor play and transitions Assisting with diapering, bathroom routines, meals, and snacks Supporting rest time and classroom flow Maintaining cleanliness throughout the school, including classrooms, common areas, bathrooms, kitchens, laundry, and sanitation equipment Encouraging active participation through age-appropriate, engaging interactions Maintaining required EEC professional development hours and PQ Registry compliance Attending monthly staff meetings and participating in school-wide initiatives Building positive, respectful relationships with children, families, and colleagues Helping create a safe, joyful, and nurturing learning environment every day What Magical Beginnings offers you: Paid sick time 13 paid holidays, plus a guaranteed paid week-long winter break Paid snow days and vacation time* Medical, dental, and vision insurance* Long-term disability and company-paid life insurance Five free counseling appointments with our EAP Program 401 (k) Plan with a weekly company match Parental leave through MA PFML Childcare discount Weekly pay with direct deposit Employee Referral Bonus Plan Classroom tablets and supply budgets Paid classroom planning time Teachers' lounge and dedicated break rooms Mentorship Program Professional Development and Career Advancement Opportunities Teacher appreciation events and team-building activities Seasonal celebrations and community outreach projects *Available to full-time employees only If you are ready to join a team that has fun, laughs together, and support each other, contact us! We cannot wait to meet you! About Magical BeginningsMagical Beginnings Learning Centers is a growing network of early childhood schools dedicated to creating nurturing, engaging, and joyful learning environments. We value collaboration, kindness, and continuous improvement-and we support our team members with a positive culture, competitive benefits, and opportunities to grow. Magical Beginnings is proud to be an Equal Opportunity Employer and strives to be a workforce that reflects the communities we serve. All employment is based on qualifications, merit, and business need. Magical Beginnings does not discriminate based on race, ethnicity, religion, age, marital status, pregnancy, nationality, physical or mental disability, medical condition, gender identity, sexual orientation, veteran status, or any other status protected by law.

At LearnWell, we are committed to changing the lives of the 10 million students in the U.S. who are dealing with behavioral health issues. For more than 26 years, we have provided on-site educational services in hospitals, helping these school-age patients continue their education during treatment and reintegrate successfully into the classroom. With a network of over 200 educators, we strive to make a positive impact for generations to come. Currently, we are seeking a passionate and creative teacher to join our team in Lowell, MA on a part-time basis for the school year. This unique position will involve working in a fast-paced behavioral health facility, providing academic support to adolescent school-age patients in a small classroom setting as they receive treatment. In this role, you will have the opportunity to plan and deliver daily lesson plans, provide individualized assistance to students, and regularly communicate about student progress as needed. Additionally, you will monitor and adjust teaching strategies to ensure student success and maintain accurate attendance and session reports. Most of our class sizes range from 8 to 15 school-age patients at any one time. Position entails a 20-hour a week commitment, Monday-Friday, 11:00am- 3:00pm. We offer a very generous package of paid time off including vacation time, sick time, federal holidays, and paid school breaks. We also offer healthcare benefits that include medical, dental, and vision. Additional benefits include paid family leave options, 401K, employer sponsored life insurance policies, and annual grants for tuition reimbursement. Qualifications B.A/B.S. degree from an accredited institution MA teaching license Comfortable working with adolescent aged students Strong organizational skills Understanding of subject matter relevant to student needs Reliable Transportation Able to commute to Nashua, NH as needed Join LearnWell as we strive to make a difference in the lives of students with behavioral health needs. We are proud to be an Equal Opportunity Employer.

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