Math tutor jobs in Rhode Island - 207 jobs

Job Description The Croft School: Providence Middle School Lead Social Studies Teacher The Croft School is a young independent school on the East Side of Providence. Having opened in Fall 2018, our school currently enrolls 225 students in Kindergarten through Grade 7. During the 2026-27 school year, we will expand to include Grade 8. Over time, we will grow into a 300-student Kindergarten - Grade 8 school. We are considered by many families and teachers to represent an exciting new type of school that is ideal for those concerned about the area's existing public school (inconsistent quality; driven by standardized test outcomes) and private school (elitism; unaffordable; lack of diversity; limited innovation) options. The Croft School is built around the following core ethos: Rigor Spark Heart Joy Belonging Our Middle School program includes high-quality math, reading, and writing instruction, innovative project-based learning, rigorous elective courses, and weekly community fieldwork. In addition to rigorous, relevant, and culturally responsive academics, our Middle School program includes a focus on service-learning and purpose development. Further, we seek to provide our families with an exceptional experience built around convenience, community, communication, and partnership. The Croft School has sister schools in the Jamaica Plain (founded 2020) and South End (founded 2022) neighborhoods of Boston. More information about our school can be found here: *********************** About The Role The Croft School is seeking an exceptional Middle School Lead Social Studies Teacher to join our team and teach either Grades 5-6 or Grades 7-8. In this role, the Lead Social Studies Teacher will be responsible for delivering high-quality Social Studies instruction across two distinct grade levels, fostering strong academic growth and a love of learning in all students. Our Social Studies curriculum is taught using a Project Based Learning (PBL) approach, and incorporates regular fieldwork. This individual will work closely with the rest of the Middle School Teaching team and will likely be responsible for also teaching an elective course. In addition to core teaching responsibilities, this individual will also support other aspects of our middle school programming such as advisory, WIN (“What I Need”) block, service learning, and weekly fieldwork. The ideal candidate will be committed to building deep relationships with their students and using that knowledge to establish and lead a dynamic, rigorous, student-centered classroom. The best candidates will be ready and excited to dedicate ample time and thoughtfulness to close communication and partnership with their students' families. Further, given that The Croft School is committed to being a self-reflective, ever-improving anti-racist organization, the right candidate should be excited to contribute to the school's related efforts and practices. The ideal candidate embodies an entrepreneurial mindset, a strong work ethic, and a genuine desire to support students and their families as they transition to and navigate middle school. This role offers an exciting opportunity for someone who is reflective, adaptable, and motivated to help shape our new middle school program. Qualifications and Qualities 3+ years of Social Studies teaching experience, ideally in a Grade 5, 6, 7, or 8 classroom. Middle or high school Social Studies teaching experience required. A contagious love for teaching, children, and nurturing students' natural curiosity, instilling in them a lifelong passion for learning. Ability and desire to establish strong and trusting relationships with families. Enthusiasm for designing and delivering creative, engaging lessons and projects. An entrepreneurial spirit coupled with an ambitious work ethic. Outstanding communication and collaboration skills, inclusive of empathy for others, thoughtful listening, team-orientation, and enthusiasm for collaborating with co-teachers and other colleagues. Ability to create a safe, joyous learning environment, inclusive of excellent classroom management strategies and skills. Ability to design and lead targeted, small-group instruction and differentiate whole-group instruction. Self-reflectiveness, humility, and an eagerness to continually improve one's practice. A strong desire to remain in this role for 5+ years. A Bachelor's Degree and current authorization to work in the United States is required. Compensation The Croft School offers compensation which is inspired by, and competitive with, other local independent and public school opportunities. The compensation for this role will be between approximately $53,103-$98,963, commensurate with experience. Non-Discrimination As an equal opportunity employer, The Croft School does not discriminate on the basis of race, gender, ability, age, religion, sexual orientation, or national or ethnic origin. We encourage applicants of all backgrounds to apply. Powered by JazzHR e3DGebsQpE

: Foster-Glocester Regional School District is currently accepting applications for a highly effective substitute teacher, who wants to teach in a 1:1 technology rich environment to advance learning and teaching in our high-performing high school. In 2020 Ponaganset High School was one of two schools in Rhode Island selected and awarded a $500,000 XQ Super School Implementation Grant to rethink and redesign our high school over the next two years. Ponaganset High School is staffed by a dedicated team committed to advancing learning and teaching in a collaborative, relevant, and personalized 1:1 blended learning environment. Located in scenic Northwest Rhode Island, Ponaganset High School sits on more than 140 acres of a living campus that supports learning in and out of school. Our comprehensive high school has strong academic, art, music, elective, and athletic programs and serves approximately 900 students in grades 9-12. Our students and teachers have the benefit of learning and teaching in an environment that is well resourced with instructional materials. Through sound fiscal management our school district has been able to reallocate resources to meet student and adult needs. We have added numerous courses designed to prepare our students for college and careers. In March, 2020 Ponaganset High School was awarded full accreditation by NEASC for all standards. For information about our schools and community please visit our website at ***************** If you are interested in educating the whole child, and collaborating with colleagues as part of a professional learning community, we welcome the opportunity to meet you and learn more about how you could enhance our team. We hope you will become the next member of our learning community. GENERAL STATEMENT OF DUTIES: The teacher works cohesively as a member of a team with staff, colleagues, and administrators to develop, implement, and continuously improve a personalized, rigorous, relevant, and collaborative learning environment supported by technology. The teacher works to ensure the school district graduates globally competitive students proficient with the skills and work habits needed for success in post-secondary education, careers, and life in a global economy. REPRESENTATIONAL DUTIES AND RESPONSIBILITIES: Actively participate in and positively support all school and classroom functions needed to achieve the mission of the district and meet the learning needs of students, including, but not limited to, the following: • Serve as a member of a professional learning community to actively provide a collaborative, rigorous, relevant, and personalized education supported by technology that prepares students for college and careers; • Implement learning and teaching practices, school and community supports in accordance with district and school improvement plans and the mission of the district; • Foster partnerships among parents, educators, businesses, higher education, and communities that support learning in and out of school, dual enrollment, online learning, and externships; • Seek information about the impact of students' specific challenges to learning or disabilities on classroom performance, and work with specialists to develop alternative instructional strategies to meet the needs of these students; • Use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals; • Take responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning; • Follow school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families; • Interact with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct; • Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics; • Use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); • Performs the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, the mission of the district, school-based plans, and administrative directives / priorities / requests; and • Performs other duties as may be assigned and/or necessary to perform the functions of the position. The intent of these posted duties is to provide a representative sample of the types of duties that the district is seeking for this position and shall not be construed as a declaration of the total duties of this position. For a full listing of the duties and responsibilities please review the classroom teacher job description at *****************

Function: The Woonsocket Learning Community provides all learners a safe and rigorous learning experience that embraces diversity, culture, and individuality to create productive members of our global community. An individual who supports interdependent student-centered classrooms that promote discourse and collaboration. Essential Duties & Responsibilities Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of students. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Guides the learning process toward the achievement of curriculum goals and establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. Employ instructional methods and materials that are most appropriate for meeting stated objectives. Assess the accomplishments of the students on a regular basis and provides progress reports as required. Diagnose the learning disablilties of students on a regular basis, seeking the assistance of district specialist as required. Counsel with colleagues, students, and/or parents on a regular basis. Assist the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner. Work to establish and maintain open lines of communication with students and parents concerning both the broad academic and behavioral progress of all assigned students. Strive to maintain and improve professional competence. Attend staff meetings and serve on staff committees as required. Required Qualifications: RIDE Science Certification (6-12 or 5-8 Middle School) or willing to pursue emergency certification Strong experience working with students with behavioral, social, and emotional challenges

Warwick Public Schools is currently seeking a certified math teacher for a long term substitute assignment. Please include a copy of your transcripts, a copy of your Math certification, Praxis test scores, and three written letters of recommendation. Apply today for immediate consideration.

Tutors/Other Science Tutor (Part-time) Cunningham Elementary SUMMARY DESCRIPTION: The science tutor is responsible for providing academic support to students in science, with a focus on inquiry-based learning and alignment with Next Generation Science Standards (NGSS) through engagement in hands-on learning, investigations, and discussions that enhance student comprehension and application of scientific principles. EXEMPLARY DUTIES/RESPONSIBILITIES: Tutor students individually or in a scheduled group reading time using evidence-based science strategies ensuring alignment with NGSS. Utilize inquiry-based learning strategies to promote critical thinking, problem-solving, and scientific exploration. Guide students through hands-on investigations, experiments, and data analysis to support learning. Assist students in developing scientific literacy, including reading, interpreting, and evaluating scientific texts and data. Support students in constructing explanations, engaging in argumentation, and applying scientific practices. Collaborate with classroom teachers to ensure all student tutoring needs are met. Performs other duties as assigned. REQUIREMENTS: Bachelor's degree Experience tutoring or teaching science in an educational setting. Strong knowledge of Next Generation Science Standards (NGSS) and inquiry-based learning approaches. Ability to explain scientific concepts clearly and engage students in hands-on learning activities. Knowledge of tutoring/learning materials and instructional aides. Expert in working with various groups of students and understanding learning styles. Ability to relate to a diverse population of students. Strong communication skills. Ability to work effectively independently while contributing to the team Organized and prepared. Ability to establish and maintain effective working relationships with students and supervisors. Proficient in basic computer programs SALARY: $50.00 Per hour THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR.

The Pawtucket School Department is seeking a Long Term Substitute in a Secondary English Language Arts teacher. Under the direction of the school administrator, the classroom teacher will implement the educational curriculum. EXEMPLARY DUTIES/RESPONSIBILITIES: Plans and provides appropriate learning experiences for students Provides an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals to ensure success for every student. Guides the learning process toward the achievement of curriculum goals Establishes clear objectives for all lessons, units, projects, and communicates these objectives to students and parents Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor Monitors and evaluates student outcomes. Develops, selects and modifies instructional plans and materials to meet the needs of all students Maintains appropriate records and follows required procedures and practices Monitors appropriate use and care of equipment, materials and facilities Participates in meetings, workshops and seminars for the purpose of conveying and/or gathering information required to perform functions. Prepares a wide variety of written materials for the purpose of documenting activities, providing written reference, and/or conveying information Communicates and interacts with students, staff, parents and the community Supervises students in a variety of school related settings. Actively participates in advisory program and monitors and supports students in advisory class Establishes relationships with families to communicate student progress Is Knowledgeable of and Skilled at: Instructional techniques Assessment techniques Professional Learning Communities Differentiated instruction techniques Managing classroom procedures and behaviors Organizes physical space to create a safe, accessible, and resource-rich environment Preparing and maintaining accurate records RTI (Response to intervention) PBIS (Positive Behavior Intervention Support) Cultural competency Subject area, grade level, and or credential area of teaching (e.g. special education, math, science, physical education, etc.) Conflict resolution Ability is also required to work with a significant diversity of individuals and/or groups Able to work effectively with administrators, colleagues, central office, school based staff, students, parents and the community Work with data of varied types and/or purposes; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans Meeting deadlines and schedules; working as part of a team Reflective practitioner; strives to maintain and improve professional competence Licensure/ Certificate Requirements: Valid RI Teaching License in Secondary English Language Arts or Secondary Social Studies certification. A Bachelor's Degree from an accredited college or university Desirable Qualifications: Minimum of two years teaching experience Salary is $225.00 per diem.

Job Description: Mt Hope High School Portuguese Teacher As a high school World Language Portuguese Long Term Substitute Teacher, your role is to educate and inspire students in the field of language. You will be responsible for teaching World Language, specifically Portuguese. A dual certification with Portuguese/Spanish is preferred. Qualifications - Valid RI teaching certification, secondary world Language - Excellent communication and presentation skills. - Ability to engage and motivate students - Organizational and time management skills. - Patience, empathy, and a genuine passion for teaching and inspiring young minds. Responsibilities 1. Plan and Deliver Lessons: Develop engaging lesson plans that align with the curriculum and educational standards. Use a variety of teaching methods, such as lectures, discussions, group activities, and multimedia presentations, to cater to different learning styles. 2. Assess Student Performance: Evaluate student progress through assignments, projects, quizzes, and exams. Provide constructive feedback to help students improve their understanding and skills. Keep track of grades and maintain accurate records. 3. Create a Positive Learning Environment: Foster a supportive and inclusive classroom environment where students feel comfortable asking questions, sharing ideas, and collaborating with their peers. Encourage critical thinking, creativity, and teamwork. 4. Stay Updated with Industry Trends: Stay abreast of the latest developments in the business, marketing, and broadcasting industries. Attend professional development workshops, conferences, and seminars to enhance your own knowledge and skills. 5. Collaborate with Colleagues: Work closely with other teachers and staff members to coordinate curriculum, share resources, and promote interdisciplinary learning opportunities. Participate in department meetings and school-wide initiatives. COMPENSATION: Certified Per Diem Rate of $200.00 per day EVALUATION: Annual, based on above job responsibilities. REPORTS TO: Building Principal

starts Immediately Provides in-class and pull-out services as identified through IEP for students in grades K-1 (Wawaloam) Collaborate with general education teachers utilizing effective co-teaching strategies and identifying appropriate accommodations and/or modifications to address learning needs. Embrace the district's priority of technology integration during instruction. Maintain, create, and monitor IEPs for identified children. Maintain compliance with special education regulations. Case management services. Complete educational evaluations as necessary.

** RI Teacher Certification - Secondary Science Grades 7-12** Prepares and implements well-organized curricula in which students are engaged in relevant, thoughtful, challenging work. Differentiates instruction based on the needs of each student. Establishes a learning environment of high expectations that supports students Employs techniques that encourage critical thinking and problem solving. Uses a variety of current technologies to enhance instruction and to advance students' technological literacy. Uses various methods of assessment; uses data to plan instruction. Supports students' social, emotional and academic growth. Defines, communicates, and upholds acceptable standards of student behavior and develops open communication, mutual respect, and rapport with students. Communicates effectively with colleagues, parents and other school community members. Keeps accurate records and completes all tasks in a timely manner. Demonstrates appropriate depth of knowledge in subject matter. Maintains student confidentiality. Models the behavior and expectations of our school community. Other duties and tasks as assigned by the building principal.

North Providence Public Schools is seeking an enthusiastic and passionate Long Term Substitute Integrated Pre K Teacher for Greystone Elementary School. The assignment will begin immediately and conclude at the close of the 2025/2026 school year. In this pivotal role, you'll foster a love of learning in our youngest students while supporting their diverse needs in an inclusive environment. Let's make a difference together at North Providence Public Schools! Apply today to be part of a community that values innovation, collaboration, and excellence in education.

Substitute teacher positions available with the Smithfield Public Schools for the 2025-2026 School Year. Positions are available on an as needed basis. Applicants can work as many or as few days as positions allow and depending upon job availability as needed within the district, with a maximum of 28 hours. College transcripts are required indicating degree conferred or if candidates are RIDE certified, please submit a valid RI Department of Education Certification Please be sure you have submitted a complete current resume and submit your college transcripts (only submit college transcripts if you are not RI Department of Education certified). A copy of the official transcripts are acceptable, with degree conferred officially transcribed on the transcripts. Salary: RI Department of Education Certified Teachers $140 per day College Degree $130 per day

Posting Detail Information Posting Number NT00104 Benefits Eligible? No Section Student Success Number of Positions Available 6-8 (Contingent upon final funding level) Anticipated Start Date or Semester June 11 (Orientation #1); June 18 (Orientation #2), June 30 (first day of teaching) Posting Date 03/31/2025 End of Temporary or Limited Position 08/06/2025 Priority given to applicants who apply by 04/25/2025 Closing Date Open Until Filled Yes Special Instructions/Information for Applicants * Positions are contingent upon level of federal funding and student enrollment. * Salary: $2,500 - $3,500 (Salary may be adjusted based on student enrollment). * Candidates must upload a resume and cover letter. * In the cover letter, please indicate the course(s) the candidate is applying to teach: Algebra I, Algebra II, Geometry, College Mathematics, Pre-Calculus, Statistics, Financial Literacy, or Calculus. * Provide the names and contact information for three current professional references. At least one reference should be from an educational administrator who has supervised the applicant. Please include the title of the person providing the reference. * Taxes will be withheld and payment will be made on August 25th. * No fringe benefits will be provided. * Attention foreign citizens working in the U.S. under a visa: This assignment is short term position and Rhode Island College will not sponsor a work-authorization visa. Special Considerations/Information: * Before employment can be finalized, the prospective employee must be cleared through the National Criminal Background Check, and the employee must submit specific forms required by the RI College Human Resources Office according to terms outlined Position Status & Special Application Instructions Position Status & Special Application Instructions Min Salary n/a Max Salary n/a FLSA Exempt AA / ADA Statement As an Affirmative Action/Equal Opportunity institution that values and is committed to inclusion and expanding the diversity of its faculty and staff, the College invites members of protected classes, including minorities and persons with disabilities, to identify themselves as such at the time of application. Position Information Position Title Mathematics Instructors, Upward Bound Summer Program Department Name Upward Bound Academic or Calendar Year Temporary Scheduled Work Week / Hours / Area Mandatory meetings/dates: * Wednesday, June 11: UB Faculty Orientation #1 (5:00pm - 8:00pm). * Monday, June 18: Faculty/Staff Orientation #2 (5:00pm - 8:00pm). * Monday, June 30 through Wednesday, August 6: Teaching contract, as assigned. * TBD: English instructors' evening tutoring session with students in residence hall (6:15pm - 8:00pm). Information about CLASS SCHEDULE: * Classes meet for one hour Monday, Tuesday, Thursday, and Friday. Instructors are also expected to tutor students at least once during the summer outside of class hours, including one evening session in the residence hall. * The master schedule will be developed in early June, specifics will be communicated to individuals who are hired. * First period begins at 8:15am; last period begins at 2:00pm. * No classes will be held on Friday, July 4. Position Overview The Rhode Island College Upward Bound Program is a federally funded program for rising 10, 11, and 12-grade college-bound high school students. The goal of Upward Bound is to increase the high school graduation, college-going, and college graduation rates of program participants. The Upward Bound Summer Program is hiring part-time, temporary Mathematics Instructors. Qualified candidates must be able to teach specific high school level mathematics courses in 1 or more of the following: Algebra I & II, Geometry, College Mathematics, Pre-Calculus, Statistics, Financial Literacy, or Calculus. For more information, visit the Upward Bound website ********************************************************************************* Introduction to the Summer: During the summer program, we focus on building a community that has high expectations for academic achievement, personal development, behavior, and student accountability. The students live in a residence hall and are supervised by a team of tutor counselors. They take high school courses in literature and writing, mathematics, science, and may participate in SAT prep, STEM, dance, and foreign language courses. In addition to these courses, the students participate in recreational, social, cultural activities, and field trips. The Program seeks individuals who can commit to expected timeframes and support our philosophy, mission, and the Code of Conduct (document to be provided if offered an interview). Overview of Mathematics Courses: The curriculum and learning objectives for the assigned class need to be designed to align with the State Standards. It is important to incorporate innovative approaches to introduce new concepts, improve students' ability to think and reason at a higher level, enhance problem-solving skills, emphasize mathematical modeling, enable mastery, and boost students' confidence to take higher level courses in mathematics and science Essential Duties * Develop course curriculum and objectives aligned to current state standards for the coming academic year, emphasizing mathematical modeling and the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions. * Use instructional approaches that respect the diversity of learners and employ innovative methods to engage students in mastering the course objectives to succeed at higher levels. * Prepare a challenging course syllabus according to program guidelines. * Assess each student's competency level with respect to the course material and identify strategies and support services to help them improve. * Submit bi-weekly progress reports and a final evaluation report on each student, meeting established deadlines. * Create a supportive learning environment that encourages appropriate behavior according to the standards set forth in the Upward Bound Code of Conduct. Foster positive social interaction, active engagement in learning, and self-motivation. * Employ instructional approaches to enhance each student's development of analytical thinking, depth and application of understanding, problem solving, and performance in content areas. * Meet weekly with the assigned class Tutor Counselor to discuss student progress, review tutoring logs, and provide guidance and support. * Confer regularly with the Upward Bound advisors and meet with each at least once during the summer. * Discuss organizational and campus issues with Director in a timely manner. * Collaborate with other instructors to enhance teaching and student success. Occasional Duties Required Skills, Knowledge, and Abilities * Strong commitment to teaching students from diverse, low-income, first-generation backgrounds. * Excellent classroom management, interpersonal, organizational, and time management skills. * Teaching philosophy: with the right environment and curriculum, all students can succeed. Required Qualifications Education: Bachelor's degree in relevant field. Experience: * At least two years' formal classroom teaching experience with groups of low-income, first generation high school students. * At least two years' experience developing course curriculum and objectives which are aligned to state standards. Preferred Qualifications Teachers with RI secondary school/mathematics teaching certification Environmental Conditions The employee is not exposed to known adverse environmental conditions. Instruction and tutoring occurs in classrooms, residence hall, and other college facilities. However, participation in cultural and social activities with students is expected.

Flexible schedule. Great opportunity for students to gain experience working with children and families. Eligible as a paid internship opportunity! About Your Team Your team's professional growth is integral in children and families with the highest quality services. Sandpipers provides a safe and nurturing environment for children ages 6 weeks through 5 years old, and encourages positive self-images through engaged learning. What You'll Be Doing You will promote the optimal development and well-being of children through family-centered childcare and assist in the planning and implementation of developmentally appropriate programs which emphasize learning through play. Your Main Priorities While additional responsibilities are likely to arise on the job, you will primarily: * Under the supervision of the Director, Education Coordinator, and Teacher, maintains a safe, sanitary, warm, stimulating, and inviting environment. * Provides appropriate assistance to children in the classroom. * Assesses children in the following areas: emotional, social, physical, and cognitive. * Participates in curriculum planning with classroom/program staff. * Assists in the implementation of daily activities based on the children's individual assessments; oversees children's activities interacting directly with groups in individuals. Who You Are Requirements, Skills & Abilities: * High school diploma or equivalent required; Child Development Associate (CDA) credential and/or associate degree in early childhood education preferred. * Experience in a childcare setting preferred. * Strong organizational, critical thinking and time-management skills. * Basic computer skills required; knowledge of Microsoft Office 365. * Ability to communicate and effectively interact with a diverse population. * Collaboration and teamwork. * The ideal candidate will be required to meet all background checks and medical clearances required for the position. Physical Requirements Direct Service Staff: This position requires time sitting, standing, walking, carrying and lifting up to 25lbs. This role also requires operating desktop, laptop and/or cell phone, and communicating with colleagues. Equal Employment Opportunity Child & Family will not discriminate against any individual on the basis of age, gender, sexual orientation, color, race, creed, national origin, ancestry, religious persuasion, marital status, political belief, pregnancy, military status, veteran status, physical or mental disability that does not prohibit performance of essential job functions with or without reasonable accommodations, genetic predisposition or genetic carrier status, or any other protected category under local, state, or federal law, nor will anyone receive special treatment for those reasons, except for reasonable accommodation as required by law. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors. Culturally and Linguistically Appropriate Services In order to provide equitable service delivery and go above and beyond equal opportunity requirements, our organization is committed to ensuring that all staff are able to perform the following cultural competencies: * Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of ability, genders, ethnicities, and races. * Demonstrate knowledge of the history of discrimination in America, particularly as it relates to race and racism, and how this history has led to disparities experienced by marginalized communities such as BIPOC, people with disabilities, LGBTQ+ communities, and others. * Demonstrate the ability to successfully deliver culturally responsive services. Affirmative Action Child & Family strives to achieve a workforce that includes representation of qualified affirmative action group members in proportion to the qualified and available target group workforce in the community that we serve.

Preschool Teacher QUALIFICATIONS: Hold a R.I. Certification as an Early Childhood Educator and Early Childhood Special Educator Experience with 3-5 year old population Strong preschool management skills REPORTS TO:Building Administrator, Director of Pupil Personnel Services TERMS OF EMPLOYMENT:Salary and other conditions per contractual agreement with the School Committee RHODE ISLAND PROFESSIONAL TEACHING STANDARDS: Standard 1: Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the communities and world in which we live. Standard 2: Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach. Standard 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop. Standard 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning. Standard 5: Teachers create instructional opportunities to encourage all students' development of critical thinking, problem solving, performance skills, and literacy across content areas. Standard 6: Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation. Standard 7: Teachers work collaboratively with all school personnel, families, and the broader community to create a professional learning community and environment that supports the improvement of teaching, learning, and student achievement. Standard 8: Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas. Standard 9: Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction. Standard 10: Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking and participating in opportunities to learn and grow as professionals. Standard 11: Teachers maintain professional standards guided by legal and ethical principles. RHODE ISLAND EDUCATOR CODE OF PROFESSIONAL RESPONSIBILITY: Set of commitments which guide professional conduct in all situations with professional and ethical implications. The Code embraces the fundamental belief that the student is the foremost reason for the existence of the profession. Responsibility to Students: Rhode Island Educators' first commitment is to ensuring that all students achieve at the high levels needed to lead fulfilling and productive lives, to succeed in academic and employment settings, and to contribute to society. Responsibility to Self: Rhode Island Educators are committed to establishing high professional standards for their practice and striving to meet these standards through their individual performance. Responsibility to Colleagues and the Profession: Rhode Island Educators are committed to work with school and district colleagues and as members of professional communities to establish and implement initiatives that will further student learning. Responsibility to Parents and the Community: Rhode Island Educators are committed to collaborate with families and communities to offer a quality education to all students. Responsibility to Rhode Island Board of Regents: Rhode Island Educators demonstrate a commitment to Rhode Island standards for educator quality through certification requirements and support for the implementation of state initiatives within their districts. PERFORMANCE RESPONSIBILTIES: Develops Individual Educational Programs with parents of pupils assigned in conjunction with appropriate diagnostic assessment data and the recommendation of the TQP. Demonstrates a functional knowledge of The Rhode Island Regulations of the Board of Regents for Elementary and Secondary Education Governing the Special Education of Children with Disabilities, the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. Employs instructional methods and materials that are deemed appropriate for accomplishing stated objectives/goals. Organizes the learning environment to optimally accommodate the needs of participating students. Assesses the accomplishments of students on a regular basis and provides progress reports. Plans and supervises purposeful assignments for preschool instructional assistant. Maintains all necessary paperwork appropriately - schedules IEP reviews as necessary and in accordance with state regulations. Consults with administrators, teachers and parents regarding student progress. Coordinates and supervises other special services being provided to students. Confers frequently with parents and professional staff members regarding the educational, social and emotional adjustments of the students. Pursues on-going professional development regarding current special education instructional approaches. Maintains accurate records, reports and current inventory of materials. Communicates with outside agencies providing services to the student and/or researches available student services. Participates in and conducts staff/parent development activities. Develops, monitors and evaluates curriculum in an on-going manner. Demonstrates professionalism and promotes positive rapport among school community members. Works cooperatively and in partnership with the general education staff within the context of an inclusive educational environment. Maintains confidentiality regarding pupil status and student records unless disclosures serve professional purpose or is required by law. Contributes to the school community outside of classroom responsibilities. Attends and participates in faculty meetings as well as after school functions. Performs all other duties as directed by building administration. It is the responsibility of the educator to comply with The Rhode Island Right to Read Act requiring educators to exhibit either proficiency in or awareness of the knowledge and practices of the Science of Reading and Structured Literacy.

CLASS TITLE: DEPARTMENT CLASSIFICATION: Substitute Teacher IMMEDIATE SUPERVISOR Principal and/or Designee CLASS DESCRIPTION He/she shall be the educational leader in his/her classroom and he/she shall be responsible for the education of the youth placed in his/her charge. ESSENTIAL DUTIES AND RESPONSIBILITIES 1.Be the educational leader in his/her classroom and he/she must demonstrate the necessary skills to create an atmosphere and environment favorable to learning and development. 2.Be responsible for the improvement and enrichment of instruction in the classroom. 3.At all times be a guidance teacher. 4.Encourage child-parent-teacher communication in order to better promote instruction. 5.Endeavor to attain the highest professional development that is possible for him/herself through a continuing program of teacher education. (6. Conscientiously apply him/herself in attempting to follow the general guidelines adopted by the Department in regard to methods of instruction. 7.Cooperate with the principal, department head, and his/her fellow teachers in all academic matters endeavoring at all times to contribute to the solution of education problem. 8.After identifying individual differences, strive to adjust his/her educational practices to meet these individual differences and resultant needs, and he/she shall call on a specialist through his/her principal or department head when help is desired. 9.Have the following responsibilities in relation to the testing program: a.It shall be his/her responsibility to see that mental ability tests, achievement tests and all other department authorized tests are administered in a prescribed and standardized manner. b.He/she shall exercise professional discretion in regard to the results of said tests and use the results in a continued effort to improve his/her classroom instruction of the pupils tested. c.He/she shall work in a continuous effort to improve the testing program by making personal observations, constructive criticisms and suggestions for the improvement of said program to his/her immediate superior. 10.Attend all meetings called by his/her principal and department head and make every effort to contribute to the discussions at these meetings. 11.Be associated with professional organizations related to his/her specific areas of instruction or interest. 12.Cooperate, with the school, in all programs that will contribute to good public relations within his/her community. 13.Identify as early as possible unusual talents in his/her classroom and do all he/she can to encourage these talents. 14.Keep him/herself abreast of all general educational practices in all grades (K-12) in the school system. 15.Make every effort to cooperate with the school principal in completing inventories, making budgets, library orderings and any and all other reports peculiar to his/her particular school. 16.Cultivate and promote good health habits - physical, mental and emotional - for him/herself and his/her students. 17.Cooperate with all special teachers in their programs of physical education, art and music. 18.Encourage and participate when necessary in extracurricular activities designed to promote and broaden the experiences provided for the students. 19.Have general supervision of his/her classroom and he/she shall cooperate with the principal in providing supervision at any other place deemed necessary. 20.Cooperate with the principal in keeping all prescribed school records. 21.Fulfill all fire drill requirements issued by the principal. 22.See that all rules and regulations relating to school functions are enforced. 23.Give daily attention to the safety education of his/her pupils. 24.Above all, remember that it is his/her obligation as a teacher to inculcate in his/her pupils an understanding of and an appreciation for the principals of AMERICAN democracy. ANNUAL REQUIREMENTS He/she must meet the requirements of the State Board of Regents for certification in his/her area of instruction. MINIMUM QUALIFICATIONS Education and Experience: •Bachelor's Degree or higher •3-5 years experience preferred •Must possess a high degree of tact, diplomacy and confidentiality. •Must be detail oriented with good organizational skills. •Must be proficient with computers PHYSICAL DEMANDS The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with, disabilities to perform the essential functions. While performing the duties of this job, the employee must be able to work in a variety of physical positions, including, but not limited to, sitting, standing, stretching, and walking. The employee is regularly required to talk and/or hear. The employee is frequently required to use hands, handle or feel. The employee must be able to do physical activities such as, but not limited to, lifting and/or moving light objects up to ten (10) pounds, and occasionally lift items slightly over ten (10) pounds. The use of a step stool may be required to reach the top drawer of a filing cabinet as necessary. Specific vision abilities include close vision. WORK ENVIRONMENT The work environment characteristics described are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The duties listed above are intended only as illustrations of the various types of work that may be performed and is not a comprehensive listing of all functions and tasks performed by positions in this class. 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.

Information Job Title Assistant/Associate Professor in Secondary Social Studies Education and Teacher Education Job Description Summary, Duties and Responsibilities, Required Qualifications and Preferred Qualifications The search will remain open until the position has been filled. First consideration will be given to applications received by November 23, 2025. Applications received after November 23, 2025 may be reviewed depending on search progress and needs but are not guaranteed full consideration. _______________________________________________________________________________________________________ The University of Rhode Island's Feinstein College of Education invites applications for a full-time, tenure-track Assistant Professor or tenured Associate Professor position in Secondary Social Studies Education and Teacher Education, beginning Fall 2026. We seek a dynamic scholar-practitioner to lead and coordinate our Secondary Social Studies Teacher Education Program, contribute to innovative curriculum development, and engage in impactful research and partnerships that strengthen educator preparation across the state. POSITION SUMMARY: The search committee is particularly interested in candidates who, through their research, teaching, and/or service, will enhance the College's commitment to nurturing a diverse range of teachers to meet the needs of the region's schools. The successful candidate will join a collegial and forward-thinking faculty committed to excellence in teaching, scholarship, and service. An earned doctorate in Education or a closely related field at the time of hire is required. Candidates at the Assistant Professor level must demonstrate potential for excellence in research, teaching, and service. Candidates at the Associate Professor level must meet the University's criteria for tenure, including a sustained record of scholarly productivity, teaching excellence, and service. KEY RESPONSIBILITIES: * Coordinate the Secondary Social Studies Teacher Education Program, including curriculum development, program evaluation, and collaboration with local schools and certification organizations.. * Teach social studies teaching methods course and assist in supervising social studies student teachers. * Advise and mentor preservice and graduate students in teacher education. * Teach undergraduate and graduate courses in secondary education and social studies methods, and contribute to the doctoral program through teaching and mentoring doctoral students. * Maintain an active research agenda, with potential for securing external funding. * Build and sustain school-university partnerships that enhance social studies education across Rhode Island. * Collaborate with History faculty in the College of Arts and Sciences to ensure consistency between the programs and students' access to required courses. * Contribute to college and university service, including committee work and program development. OTHER DUTIES AND RESPONSIBILITIES: Perform other duties as required. LICENSES, TOOLS AND EQUIPMENT: Personal computers, printer, word processing, database management, and spreadsheet software. ENVIRONMENTAL CONDITIONS: This position is not substantially exposed to adverse environmental conditions. QUALIFICATIONS: REQUIRED: 1. Ph.D/Ed.D. in Education or closely related field at time of hire. 2. Record of scholarly activity commensurate with level of professional experience. 3. Three or more years experience as a social studies teacher, with at least two years teaching in a public school setting. 4. Experience in pre-service or in-service teacher education. 5. Proficiency in oral communication skills. 6. Proficiency in written communication skills. 7. Ability to work with diverse groups/populations. PREFERRED: * Ph.D/Ed.D. in Education, Teacher Education, Curriculum and Instruction, or Secondary Education. * Commitment to equity, social justice, and inclusion in education. * Experience teaching at the secondary level in school environments with linguistically, culturally, racially, and/or economically diverse students. * Evidence of potential for developing, securing, and managing externally funded projects. * Evidence of high-quality teaching at the undergraduate or graduate level. * Experience with state-level licensure and accreditation processes. * Knowledge of and familiarity with national and Rhode Island Social Studies Standards. * Evidence of social studies program coordination, including accreditation, program approval, curriculum development, and advising. __________________________________________________________________________________________________ ABOUT URI AND THE COLLEGE OF EDUCATION With over 18,000 students representing 76 countries and 48 states, the University of Rhode Island is a research-intensive university (Carnegie R1 research classification, as of January 2025) with a commitment to high-quality teaching and community partnerships. College faculty benefit from institutional support for research, including grant development resources, interdisciplinary collaboration opportunities, and access to regional school partnerships. Located on URI's Kingston Campus, the Feinstein College of Education fosters a vibrant academic community with strong ties to local schools and educational organizations. The College is a community of educational scholars, leaders, and practitioners with a shared commitment to enhancing equity and inclusion within and outside of schools, bridging research and practice, and serving diverse and underserved populations. Significant opportunities exist for teaching and scholarship with the College's undergraduate, masters, and doctoral programs. _______________________________________________________________________________________________________ URI is unwavering in its commitment to equal opportunity, community, equity, and diversity. In furtherance of its mission to serve and support all learners as the state's public flagship university, URI continues to expand efforts to recruit and retain a broadly representative workforce as well as to regularly evaluate the effectiveness of those efforts. All employment decisions, including hiring, are made without regard to protected status. Qualified individuals with disabilities may request a reasonable accommodation by contacting the URI benefits office at ************. For TTY assistance, contact R.I. Relay Services at 711. Union AAUP - American Assoc of Univ Professors Status Academic Year, Full-time, Tenure-track, Permanent End Date of Restriction or Limitation Department Information Department COEDU Dean's Office Contact(s) Please note: Job applications must be submitted directly online only at: (********************* Contact Email Campus Location Kingston Grant Funded No Extension Contingent on Funding Date Special Instructions to Applicants Please attach the following 4 (PDF) documents to your online Employment Application: (#1) Cover letter that provides an overview that addresses how you meet required (and if relevant, preferred qualifications) (as one complete document). (#2) A curriculum vitae. (#3) A research statement (limited to 1000-words) that shares details of your research agenda, teaching philosophy and how your teaching and research reflect a commitment to diversity, equity, and inclusion in teacher education (as one complete document). (#4) Other Document - contact information for three professional references.

At Catapult Learning, we provide educational solutions that generate academic achievement and better life outcomes for students. Join Catapult Learning and become a part of a national organization with a legacy of more than 45 years of student impact. Overview Tutor Name of School (if applicable) | | City, State How you'll be there for students: Be their advocate, difference maker, and mentor. If you became a tutor to help students learn, grow, and shine there's a place for you at Catapult Learning. With our proven curriculum and ongoing support, you can be wholly present and equipped to do what you love to do: guide and empower students to be the best they can be. Tutors will provide contracted instructional services with the necessary educational expertise in reading, mathematics, and writing for students. Responsibilities As a tutor with Catapult Learning, you will: * [Duties populated by Catapult Learning based on specific position at hand.] * Diagnose learning skill deficits and delivers prescribed instructional delivery methods as determined by the Company * Consult with school personnel to coordinate efforts in providing services to students * Communicate and conference with parents providing information on student progress * Deliver prescribed instructional delivery methods as determined by the Company * Attend training sessions and deliver designated instructional models and strategies in readiness, reading, mathematics, and/or writing skills to students through the utilization of Company-designed materials and educational strategies. * Develop and maintain individualized skill-appropriate lesson plans. * Ensure supervision of students, including escorting students safely to and from sessions. * Establish and maintain student forms and files as required by the Company, local, state, and/or federal agencies. * Attend and document meetings/training with Company Supervisors, classroom teachers, principals, and parents as required by the Company, local, state, and/or federal agencies. * Maintain inventory of educational materials and supplies. * Other duties as assigned. How we'll be there for you: We foster your well-being-health, financial, and work-life-to help you succeed and thrive. * [Section for compensation with bonus or referral bonus incentive]. * An attractive and robust suite of benefits for [full-time/part-time] employees, including [examples]. * Opportunities for professional development and advancement. * Continued instructional and leadership support for all employees is also provided. * Carefully curated instructional toolkits that shorten the path to great lessons. Qualifications What we'll need from you: The positive, enthusiastic tutor we seek has these qualifications. * Non-licensed tutors: individuals with an associate degree (or higher) from an accredited institution of higher education; or at least two years of study at an accredited institution of higher education (defined as 48 semester hours or 72 quarter hours). * Licensed tutors: teachers with proper credentials recognized by the State of [XXXX] as Properly Licensed Teacher. * Tutors must complete an FBI/BCI background check. * Teaching experience preferred. * Unwavering belief that all children can learn. * Ability to navigate online platforms for record keeping and communication. * [Other essential requirements]. Wherever you are in your career, there's a place for you on our team. Be there for students at Catapult Learning partner schools in the way that works best for you: year-round and/or during summer, full-time or part-time. Our various career options empower educators to find a place that is right for this moment in their lives and careers. Be where you're meant to be. Apply today. About Catapult Learning Catapult Learning, a division of FullBloom, provides intervention programs for students and professional development solutions for teachers in K-12 schools. We partner with 500+ school districts to produce positive outcomes that promote academic and professional growth. Catapult Learning is accredited by Cognia and has earned its 2022 System of Distinction honor. FullBloom could not realize its mission or meet its business goals without the unique talents and contributions of its diverse group of professionals. Our company culture, practices, and systems reflect our values in all that we do to create an authentic and welcoming environment for all. Learn more about our company culture and Core 5 Values here. FullBloom is an equal opportunity employer. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity or expression, pregnancy, age, national origin, disability status, genetic information, protected veteran status, or any other characteristic protected by law. Pay Rate Starting from USD $35.35/Hr. Physical Requirements Physical Environment/Working Conditions: Light lifting, walking, climbing stairs. Most programs are in school settings.

Warwick Public Schools has a need for a long term Music substitute. For immediate consideration, please apply today. Must be certified All Grades Music PK-12. Please be sure your profile includes transcripts, three reference letters, a copy of your praxis or NTE scores and a copy of your Rhode Island Teaching certificate.

Flexible schedule. Great opportunity for students to gain experience working with children and families. Eligible as a paid internship opportunity! About Your Team Your team's professional growth is integral in children and families with the highest quality services. Sandpipers provides a safe and nurturing environment for children ages 6 weeks through 5 years old, and encourages positive self-images through engaged learning. What You'll Be Doing You will promote the optimal development and well-being of children through family-centered childcare and assist in the planning and implementation of developmentally appropriate programs which emphasize learning through play. Your Main Priorities While additional responsibilities are likely to arise on the job, you will primarily: • Under the supervision of the Director, Education Coordinator, and Teacher, maintains a safe, sanitary, warm, stimulating, and inviting environment. • Provides appropriate assistance to children in the classroom. • Assesses children in the following areas: emotional, social, physical, and cognitive. • Participates in curriculum planning with classroom/program staff. • Assists in the implementation of daily activities based on the children's individual assessments; oversees children's activities interacting directly with groups in individuals. Who You Are Requirements, Skills & Abilities: • High school diploma or equivalent required; Child Development Associate (CDA) credential and/or associate degree in early childhood education preferred. • Experience in a childcare setting preferred. • Strong organizational, critical thinking and time-management skills. • Basic computer skills required; knowledge of Microsoft Office 365. • Ability to communicate and effectively interact with a diverse population. • Collaboration and teamwork. • The ideal candidate will be required to meet all background checks and medical clearances required for the position. Physical Requirements Direct Service Staff: This position requires time sitting, standing, walking, carrying and lifting up to 25lbs. This role also requires operating desktop, laptop and/or cell phone, and communicating with colleagues. Equal Employment Opportunity Child & Family will not discriminate against any individual on the basis of age, gender, sexual orientation, color, race, creed, national origin, ancestry, religious persuasion, marital status, political belief, pregnancy, military status, veteran status, physical or mental disability that does not prohibit performance of essential job functions with or without reasonable accommodations, genetic predisposition or genetic carrier status, or any other protected category under local, state, or federal law, nor will anyone receive special treatment for those reasons, except for reasonable accommodation as required by law. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors. Culturally and Linguistically Appropriate Services In order to provide equitable service delivery and go above and beyond equal opportunity requirements, our organization is committed to ensuring that all staff are able to perform the following cultural competencies: • Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of ability, genders, ethnicities, and races. • Demonstrate knowledge of the history of discrimination in America, particularly as it relates to race and racism, and how this history has led to disparities experienced by marginalized communities such as BIPOC, people with disabilities, LGBTQ+ communities, and others. • Demonstrate the ability to successfully deliver culturally responsive services. Affirmative Action Child & Family strives to achieve a workforce that includes representation of qualified affirmative action group members in proportion to the qualified and available target group workforce in the community that we serve.