Phoenix Charter Academy Network jobs - 61 jobs

The Phoenix Academy Network currently operates three high schools in Massachusetts - one in Chelsea, one in Lawrence and one in Springfield - with plans to open additional schools in the coming years. The Phoenix Network is the only network of schools in Massachusetts that operates both charter and traditional, in-district schools. We are at the forefront of education, particularly alternative education, in Massachusetts. The mission of all Phoenix schools is to challenge teenagers with an academically rigorous and individually tailored curriculum. Talented students who have not succeeded in other schools will have the support, resources and training needed at Phoenix to succeed academically in high school and college, and become economically secure in their future. Phoenix is named after a mythological figure of strength, healing and renewal. We believe in the capacity of our students to regain control of their academic future and recast themselves as strong, independent and self-sufficient adults. Job Description We are seeking talented individuals who are interested in making a difference in the lives of students who have previously struggled in school through daily tutoring. The right individual for this year of service will have a fierce commitment to confronting the educational inequality that exists in inner city education today. Because our students are often suffering from years of educational neglect or apathy, our staff must be driven with a sense of urgency and energy. The 2017-2018 Phoenix AmeriCorps Fellowship will include up to 36 full-time AmeriCorps members, each working closely with high school students and tutoring them in Math, English, and Biology. Every Member's Essential and Marginal Functions will include -Essential Functions- Approximately 3-5 hours a day: • Tutoring students in math, English, and biology for the state MCAS • Mentoring students who have a history of truancy, are former drop-outs, or are court-involved. • Developing strong relationships with students, parents, and other adult Marginal Functions- Approximately 1-3 hours a day: • Assisting teachers in classrooms by working in small groups with special education and English Language Learner students, or providing extra support to struggling • Collaborating with community organizations to ensure student success and • AmeriCorps members are expected to be on campus from 7:45 am to 5:00 pm In addition to these hours, many AmeriCorps members choose to lead extra-curricular groups (in the past, these have included yearbook, language clubs, or sports teams) outside of regular school hours. Important: Phoenix AmeriCorps members are engaging in a year of service. All members are provided with dormitory style housing (living in a single or double and sharing a bathroom with 2-3 other members), a living stipend (up to $10,500 for the year), healthcare coverage, and are eligible for an educational financial award at the end of their year of service. We seek a diverse workforce. Phoenix Academy Network is an Equal Opportunity Employer and an Equal Opportunity Service Location. As an Equal Opportunity Employer and Service Location, the Phoenix Academy Network is committed to providing equal opportunity to staff, AmeriCorps members, and applicants in all areas of employment and service without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, or veteran status, or any other area protected by federal, state or local law. The Phoenix Academy Network provides reasonable accommodations for persons with disabilities during the interview process and the year of service. Should you need an accommodation, please let us know at your earliest convenience so that we can make arrangements before your interview. Qualifications A Bachelor's degree from a four-year college or university or an Associates from a two-year university is required *** Spanish speakers or bilingual candidates are STRONGLY encouraged to apply. Additional Information Phoenix Fellows are AmeriCorps volunteers, engaging in a half-year of service. All members are provided with dormitory style housing (living in a single or double and sharing a bathroom with 2-3 other members), a living stipend ($10,500 yearly- paid in bi-weekly installments), healthcare coverage, and are eligible for an educational monetary award at the end of their year of service. We seek a diverse workforce. Phoenix Academy Network is an Equal Opportunity Employer and an Equal Opportunity Service Location. As an Equal Opportunity Employer and Service Location, the Phoenix Academy Network is committed to providing equal opportunity to staff, AmeriCorps members, and applicants in all areas of employment and service without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, or veteran status, or any other area protected by federal, state or local law. The Phoenix Academy Network is committed to making any reasonable accommodation necessary to support an individual's service, employment, or candidacy. The Phoenix Academy Network provides reasonable accommodations for persons with disabilities during the interview process and the year of service. Should you need an accommodation, please let us know at your earliest convenience so that we can make arrangements before your interview. Apply Now! ***************************************************************

An educational organization in Boston seeks a Dean of Culture to lead initiatives related to student behavior and academic achievement. This role requires a Bachelor's degree and a commitment to addressing systemic inequities in education. The Dean will develop programs to enhance student culture, support staff, and engage with families. Experience in an urban public school or charter school is preferred. The starting salary ranges from $74,000 to $123,000 based on experience, with an expected start date in August 2026. #J-18808-Ljbffr

Work Year: 195 days Salary Range:$70K-$90K (Non-Union) Reports to: Building Principal or Designee Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity, and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle & High School) speak over 20 languages and live in more than 20 sending districts. Diversity is one of our greatest strengths, and it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and have made a commitment to hire and retain a diverse staff and employees who are committed to an antiracist curriculum and ideals. Job Summary The Elementary Positive Behavioral Intervention and Supports (PBIS) Coordinator serves as a key member of the building-level leadership team at Foxborough Regional Charter School (FRCS). This role is instrumental in fostering a positive, inclusive, and equitable school culture that supports all students socially, emotionally, behaviorally, and academically. The ideal candidate is a high-energy, inspiring educator and leader who builds strong relationships with students, staff, and families while ensuring a safe and supportive environment where every child can thrive. experience offering behavioral interventions and crisis support within a school setting. Knowledge of the PBIS framework, MTSS, restorative practices, and evidence-based behavioral interventions. Strong data analysis and progress-monitoring skills. Proficient in providing support and stabilization during crisis situations. The PBIS's role is to improve outcomes by fostering a safe and respectful learning environment for all learners. Responsibilities * Develop and support school-wide processes, policies, and procedures that address students' social, emotional, and behavioral needs. * Implement the FRCS discipline policy as outlined in the Student & Family Handbook. * Promote restorative practices and positive behavioral interventions to reinforce a safe, respectful, and engaging school climate. * Support the implementation of the FRCS anti-bullying policy and the Bullying Prevention and Intervention Plan. * Coordinate and sustain a school-wide behavior management system with meaningful incentives for positive behavior. Behavioral & Crisis Response * Respond promptly to behavioral and disciplinary issues, including crisis response, mediations, investigations, and intervention planning. * Supervise and facilitate behavioral supports and response actions during all school-related activities, including before- and after-school events. * Assist with suspension and expulsion hearings in accordance with state law. * Oversee after-school reflection, detention, and restorative community service programs. Collaboration & Student Support * Collaborate with teachers, counselors, and student support team members to identify needs and create individualized support plans (e.g., safety or behavior intervention plans). * Coordinate, facilitate, and participate in meetings with students, guardians, and staff regarding social, emotional, behavioral, or academic concerns. * Maintain systems for effectively receiving and responding to student, parent, and teacher concerns. Data & Continuous Improvement * Collect, analyze, and share student discipline and attendance data to inform data-driven decision making within a multi-tiered systems of support (MTSS) framework. * Participate in and, when applicable, lead school and district-level meetings (e.g., PBIS, Attendance, SST). * Support the review and revision of relevant sections of the Student & Family Handbook. Professional Development & Leadership * Serve as a resource for staff in promoting positive student behavior and effective classroom management. * Plan and facilitate staff meetings and professional development sessions related to school culture, discipline, and data systems for tracking behavior and interventions. * Partner with families to strengthen home-school collaboration and support teacher-family relationships. * Collaborate with leadership to conduct regular walkthroughs that reinforce high standards of excellence. * Supervise transitions, including school entry, breakfast, lunch, dismissal, and hallway movement, ensuring a positive and orderly environment. General Expectations * Be a visible, highly engaged leader within the school community. * Demonstrate a deep commitment to diversity, equity, inclusion, and belonging. * Maintain organization, preparedness, punctuality, and follow-through. * Communicate clearly and effectively, both verbally and in writing. * Build and maintain positive, professional relationships with students, families, and colleagues. * Uphold high ethical standards, confidentiality, and the mission and vision of FRCS. * May supervise/evaluate FRCSTA members and other staff * Performs other related duties as assigned. Competencies: * Problem-solving-identifies and resolves problems in a timely manner and gathers and analyzes information skillfully. * Interpersonal Skills-maintains a high level of professionalism and confidentiality, remains open to others' ideas, and exhibits willingness to try new things. * Oral communication-speaks clearly and persuasively in positive or negative situations, demonstrates group presentation skills, and conducts meetings. * Written Communication-edits work for spelling and grammar, presents numerical data effectively, and is able to read and interpret written information. * Planning/organizing-prioritizes and plans work activities, uses time efficiently, and develops realistic action plans. * Quality control-demonstrates accuracy and thoroughness, and monitors own work to ensure quality. * Adaptability-adapts to changes in the work environment, manages competing demands, and is able to deal with frequent change, delays or unexpected events. * Dependability-is consistently at work and on time, follows instructions, responds to management direction, and solicits feedback to improve performance. * Student-Centered Orientation - Works to deepen understanding of students and centers the needs of students in all aspects of how the work is done. Qualifications - Required: * Bachelor's Degree in counseling, guidance, social work, BCBA, psychology, or related field * Required to be SEI Endorsed within one year of employment * At least three (3) years of teaching or behavior support experience in a K-4 setting. * Minimum 2-3 years working in a school setting, preferably in a similar role. * Minimum 3-5 years' experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs * Safety Care certified or the ability to be certified in Safety Care * Experience working with students with disabilities, preferred (or willing to receive training) * Knowledge of Massachusetts education law, particularly around student discipline and attendance * Strong understanding of cultural proficiency, equity, opportunity, and access required. * Candidates are subject to background checks, including CORI clearance and fingerprinting. * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualifications - Preferred * Master's degree in Education or a related field. * DESE certification as a building-level administrator or a professional teaching license * Experience in a high-achieving urban school environment. * Outstanding classroom management expertise and ability to effectively coach teachers in this area. * Experience facilitating difficult conversations with students, families, and staff. * Experience serving in a predominantly low-income community. * Proven effectiveness in leading by example and coaching adults. * Unwavering belief that all children can succeed, regardless of background. * Strong personal organization, resilience, humility, and a hunger to learn and grow. * An infectious sense of joy and positivity that contributes to a welcoming school environment. Work Environment & Physical Requirements: The majority of work is performed in an office, school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards. Physical Requirements: While performing the duties of this job, the educator is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.

Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latino or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student-regardless of race, zip code, or economic status - deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. About the Role The Talent Recruiter will report to the Director of Talent and will be a member of the Talent Team. Excel's Talent Team ensures that Excel has the diverse, excellent, and mission-aligned talent it needs to accomplish its mission. The team leads Network-wide recruitment initiatives and supports campus-based hiring by attracting high quality applicants and overseeing full-cycle recruiting. The Talent Recruiter will deeply understand Excel's mission and model, attract high-quality candidates through direct outreach, online, and in-person initiatives, maintain trusting relationships with key strategic partners, and provide excellent customer service to our applicants and internal hiring teams. Excel Academy is engaged in a 10-year growth plan, expanding from a single-state high performing charter network serving 1,400 students to a multi-state network serving 3,600. We currently operate five campuses and expect to run up to eight over the next 10 years, an aspiration which will require tremendous growth in Talent function. The Talent Recruiter will play a key role in staff recruitment and scaling our Talent function. This role is expected to operate in a hybrid manner, roughly 2 or 3 days/week in person in our Chelsea, MA or Providence, RI office and 2 or 3 days/week remotely. Our team has found that this mix of deliberate in-person and remote work reinforces a strong and collaborative team culture as well as time for focused work offsite. Starting Salary & Start Date: $60-80k, commensurate with experience. The ideal candidate would start in the Winter of 2025 or Spring of 2026. Your Impact Serve as the primary recruiter for a subset of searches * Represent Excel excellently and authentically in various settings * Collaborate with Excel's hiring managers to execute a full-cycle recruiting strategy that involves: sourcing, recruiting, interviewing, salary calculations, hiring, and onboarding for 30-50 open roles * Develop and maintain partnerships with peer organizations and post-secondary institutions that help expand Excel's brand and network, with a targeted focus on diversity * Manage recruitment operational tasks, including role postings, LinkedIn Recruiter sourcing, completing reference requests, and salary calculations * Attend and participate in on-site interview processes Co-Lead our external communications initiatives to attract diverse, excellent, and mission-aligned talent to Excel * In collaboration with the Director of Talent and Excel's Communications team, develop an external communications strategy for all MA roles in the network and execute on that strategy * Participate in and co-lead our Referral Champions program * Register for, manage, and attend career fair opportunities as an Excel representative (coordinate event logistics, including registration) * Use sourcing data frequently to inform our external communications talent strategy and make recommendations Serve as the bridge between Network and School-based hiring teams * Ensure our new hire retention initiatives are executed on your team (e.g., creating monthly newsletters, sending care packages, coordinating New Staff Orientation materials (NSO), etc.) * Manage managers through the Annual Stipend Opportunities Process, Intent to Return Conversations, and Offer Letter Distribution * Lead or support the following annual events as needed * Staff Holiday party * New Hire summer events * Anniversary awards for long-time staff * Network Summit day Mission Alignment * You share a commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel's values and educational model; * You are committed to addressing racial and economic inequity in education; * You work effectively in a team environment and have a willingness and desire to support others in doing their best work; and * You are open to change, are willing to problem-solve, and seek feedback for your own professional growth and improvement Qualifications * 2-5 years of professional experience in a public charter school setting preferred; * Strong written and oral communication skills; * Strong interpersonal skills; * The ability to manage competing priorities; * Comfort working with data and astute attention to detail; * Proficiency with Microsoft Suite (Word, PowerPoint, Excel) and Google Drive Suite; * Flexibility with how your role will expand as our needs shift over time Preference will be given to applicants who share points of intersection with our students, such as speaking Spanish, Portuguese, Arabic, or a language commonly spoken by our students and families at an advanced level, being first generation college graduates, or having grown up low-income. Learn about what sets Excel Academy apart here!

Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student-regardless of race, zip code, or economic status-deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. About the Role The part-time Instructional Coach will drive the curricular and instructional efficacy of an Excel Academy middle school, a school that serves students in grades 5-8. You will be responsible for the management of instructional staff by providing regular feedback to teachers on their effectiveness in meeting the needs of Excel's instructional program and supporting them to meet their and our goals. Duties & Responsibilities Drive Excellent Teaching Practices Drive excellent teaching for all learners in Excel classrooms; Observe classes regularly and give written and verbal feedback to teachers. Provide feedback on teachers' classroom procedures, instruction, and curriculum; Ensure frequent points of contact with all direct reports. Develop structures to ensure presence in all classrooms weekly at a minimum. Meet with all direct reports bi-weekly at a minimum, sending agendas in advance and supporting teachers to develop agendas to maximize the utility of meetings; Target support toward individual teacher needs; Ensure that Excel classes are engaging, challenging, and accessible to all learners. Ensure that students master basic skills and higher-level abstract material and are continually cognitively engaged. Ensure that teachers provide meaningful accommodations to students with individual needs; Drive excellent curriculum development; Ensure that Excel Academy curriculum is aligned with MA Curriculum Frameworks and is rigorous enough to ensure fulfillment of school mission; Work with the Network Department heads and Head of School to ensure that the school's mission and philosophy are reflected in instructional approach and curriculum; Drive purposeful use of assessment data and feedback; Help teachers develop and implement high quality, class and school-wide assessments and monitor and guide the type, variety and quality of student assessments; Collect, analyze, share and interpret internal and external school assessments and coach teachers so that data is used strategically to improve student academic performance; and Manage student standardized testing. Ensure All Students Achieve In collaboration with the Head of School and Dean of Student Supports, support the planning, execution and analysis of intervention programs targeted at needs of diverse academic subgroups, whether remedial or enrichment; and Support the Dean of Student Supports and Head of School in monitoring the special education and ELL inclusion program, working with the Learning Specialist, ELL Specialist and core academic teachers to design inclusion, monitor the effectiveness of inclusion, and provide feedback and support to create a high quality inclusion program. Create a Positive Student Culture of Academic Achievement Coach teachers to create a classroom that reflects Excel's Student Culture Vision where our community values are embedded into the curriculum in instructional classes; Provide feedback to teachers on their execution of Excel's Student Culture Vision and behavior management systems in the classroom; Guide teachers in creating opportunities for students to reflect on and demonstrate our community values within academic classes; Collaborate with the Head of School and Dean of Culture to plan proactive culture initiatives and to respond to any class or school culture or behavior issues. Drive the Professional Culture of Excel's Teaching Staff Develop talented staff in Excel's classrooms; Lead and implement group professional development opportunities for staff to drive growth in the Instructional Program; Design and implement the teacher professional development program, including teacher visits to other schools, and development of leadership and growth opportunities within the program; Plan and facilitate staff meetings as needed; Write quality evaluations for all direct reports; Support the hiring and retention of talented staff in Excel's classrooms; Support the Head of School by serving as hiring manager for direct reports (conduct phone screens, attend model lessons and debriefs, make a recommendation to the Head of School for hire); Manage aspirations for all direct reports; ensure that teachers have an open line of communication with school administration about aspirations and career goals; and Ensure that all teachers feel that Excel provides them opportunities to be intellectually and professionally challenged. Support the Head of School in School Leadership With the head of school, Articulate a vision for Excel's program and translate that vision into action. Develop and perform regular school health assessments. Create a dynamic and innovative staff culture; including developing and upholding staff norms, and mediating disputes as needed; Support efforts for knowledge management and continual improvement; On an ongoing basis, set the tone of highest expectations and urgency; and Oversee relevant programmatic budgets. Serve as a productive member of the Excel Community Participate in generating and upholding Excel Staff Norms; Act as a substitute teacher when needed; Meaningfully participate in Friday meetings, school PD and Family Conferences; Meaningfully participate in the network-wide community of instructional leaders; and Serve as a productive member of the Administrative Team. Do whatever it takes to ensure that the mission of the school is fulfilled. Qualifications A Bachelor's degree is required; a Master's degree is preferred; A minimum of five years' teaching experience is required; experience working in a high-performing, urban public charter or district school is strongly preferred; Demonstrated efficacy in raising academic achievement for historically under-served students; Ability to promote rigorous classroom instruction and culture; A commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel's values and educational model; A commitment to addressing racial and economic inequity in education; The ability to focus and thrive in a fast paced, entrepreneurial environment; The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work; and An entrepreneurial spirit that reflects an openness to change, a willingness to problem-solve, and an interest in developing new ideas & programs. Preference will be given to applicants who also: Have experience in a public or charter school setting; Speak Spanish, Portuguese or Arabic; and Can clearly articulate the importance of diversity, equity, and inclusion and provide examples of how this commitment will be woven into all aspects of the school vision. Excel Academy Charter Schools do not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, gender identity, disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language or prior academic achievement. Applications will be reviewed as they are received and candidates are encouraged to apply as soon as possible.

Substantially Separate Special Education Teacher This position is part of the FRCSTA bargaining unit. Salary is commensurate with experience, including education level and professional-level years of service. Reports to: Director of Student Services, Building Principal or Designee Location: Elementary, Middle or High School Subject: Special Education Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals. Job Summary: The Special Education Teacher is for a self-contained classroom that services students with academic, emotional, and/or behavioral challenges. This teacher may act as a case manager for a group of students,, teach a substantially separate subject area class, and support student acquisition of skills related to IEP goals. The teacher is also expected to maintain open communication with parents, regular education teachers, counselors, and administrators, as well as contribute to the regular functioning and development of the Special Education Department and fulfill other responsibilities as a member of the broader school community Responsibilities: The successful candidate for this position will: * Provide individual and small group instruction to students with significant cognitive, communication, motor and academic impairments who require specialized instruction outside of the general education classroom. * Implement ABA methodologies to effectively address the diverse and complex needs of students, particularly those with developmental disabilities such as autism spectrum disorder (ASD). * Implement behavior intervention programs as outlined by the district BCBA * Develop/modify curriculum and lessons that align to Common Core Standards using access and entry points as needed. * Develop activities to support social, communication, and daily living skills within the classroom. * Collaborate with classroom paraprofessionals to develop schedules and responsibilities to meet students' individual needs. * Collaborate with staff to foster successful inclusion opportunities for students as deemed appropriate. * Write and maintain Individualized Education Plans including all related documents (i.e. goals and objectives, amendments, progress reports etc.) * Collect consistent behavior and academic data on student performance to drive instruction and monitor student progress * Complete MCAS Alt Assessment portfolios as needed * Communicate consistently and effectively with students, families, program staff (paraprofessionals, OT, SLP, school psychologists, etc.), and administration * Any other duties deemed appropriate by the Director of Student Services General Expectations * Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom * Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms * Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem-solving, cooperative learning, and research projects (among others) * Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges * Manage oneself by being organized, prepared, and punctual * Manage resources, meet deadlines, follow through on commitments * Act in ways that directly support the mission and vision of FRCS * Learn and grow as a professional * Use clear verbal and written communication and active listening skills * Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation, and professional conduct * Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making * Maintain high ethical standards, legal responsibility, and confidentiality * Demonstrated commitment to anti-bias, anti-racist education * Attend building and district meetings to promote communication and mutual decision-making among the staff * Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract * Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards * Responsible for implementing other job-related duties as needed Qualifications- Required: * Bachelor's Degree from an accredited college or university * Will be required to be SEI Endorsed within one year of employment * A teaching License is not required; must pass the MTEL Exams within one year of hire * Demonstrated subject matter competence, highly qualified in the area of licensure * Candidates are subject to background checks, including CORI clearance and fingerprinting * Current authorization to work in the United States - * Candidates must have such authorization by their first day of employment Qualifications- Preferred: * Master's Degree preferred * Hold a Massachusetts Teaching License in the appropriate content area * Experience working in an urban school district * Proficiency in multiple languages, reflecting our diverse student population Work Environment & Physical Requirements: The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards. Physical Requirements: While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand, while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.

Foxborough Regional Charter School is committed to creating a work environment that celebrates and promotes diversity, and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview One of the exciting aspects of working here is our student diversity. Drawing 1,700 students from our large geographic region, we bring students and families from various backgrounds, ethnicities, and experiences into three vibrant school communities (Elementary, Middle & High School). Our families speak over 20 languages and live in more than 20 sending districts. With diversity as one of our greatest strengths, it drives positive student learning and life at our school. At FRCS we have a commitment to equity and inclusion and we have made a commitment to hire and retain a diverse staff and employees who are committed to antiracist curriculum and ideals. Responsibilities: Responsible for adhering to local, State and federal regulations regarding School Food Service and the Child Nutrition Program. Prepares and handles food safely. Meals are delivered each night by an outside vendor Serving food, assisting with record keeping. Reviews delivery ticket to make sure we received the correct number of meals. Responsible for meal preparation, serving line setup, receiving, cleaning and sanitizing equipment and facilities Communicates effectively with food service staff, food service director, school faculty, administration. Attends training as required (6 hours mandated training). Ability to become Servsafe Certified Displays a high level of personal and professional integrity in the performance of duties Accomplishes all tasks in a manner that promotes excellent customer service. Must be able to lift 50 lbs and stand for extended periods of time Terms: Hourly Position M-F when school is in session 7:30am-1:00pm Qualifications - Required: Candidates must be over the age of 18 All employees are subject to background checks including CORI and Fingerprints Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Foxborough Regional Charter School is committed to creating a work environment that celebrates and promotes diversity, and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview One of the exciting aspects of working here is our student diversity. Drawing 1,700 students from our large geographic region, we bring students and families from various backgrounds, ethnicities, and experiences into three vibrant school communities (Elementary, Middle & High School). Our families speak over 20 languages and live in more than 20 sending districts. With diversity as one of our greatest strengths, it drives positive student learning and life at our school. At FRCS we have a commitment to equity and inclusion and we have made a commitment to hire and retain a diverse staff and employees who are committed to antiracist curriculum and ideals. Job Summary: The School Nurse provides skilled nursing care and management of the special needs of students as well as medication administration. Immunization surveillance and routine health screenings are conducted annually. Routine emergency care is provided for students and staff. If necessary, students are referred to their primary health care provider for an evaluation. For students with complex medical needs, the school nurse may act as a liaison for the school, home and outside medical facilities. The school nurse promotes student wellness and assists in maintaining a healthy school environment. Job Responsibilities: Provides emergency medical care to students. Administers and/or supervises the administration of prescription medication to students. Counsels and/or educates students in small groups or as individuals concerning medical issues. Conducts formal and informal evaluations of medical conditions and develops accurate medical summaries on students. Monitors and assesses compliance with immunization standards as per DPH regulations. Performs vision, hearing, scoliosis, dental, and other health related screening as required by DPH health services. Develops and maintains contacts with medical persons or facilities who might provide direct service or consultation. Participates in Service Team Meetings of students when medical input, interpretation, or consultation is needed. Establishes and maintains appropriate record keeping and reporting formats and procedures. Conducts formal workshops and/or informal training for staff as appropriate. Maintains adequate and updated health records. Serves as medical representative to evaluations and re-evaluations, obtains and interprets medical evaluation at these meetings. General Expectations: Manage oneself by being organized, prepared, and punctual Manage resources, meet deadlines, follow through on commitments Act in ways that directly support the mission and vision of FRCS Learn and grow as a professional Use clear verbal and written communication and active listening skills Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation and professional conduct Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making Qualifications- Required:. Massachusetts license as a Registered Nurse. MA State Dept. of Education School Nurse License (All Levels). CPR & First Aid Certification. Experience working with children and adolescents in public school/agency/human services setting. Candidates are subject to background checks including CORI Clearance and Fingerprinting. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualifications-Preferred: MA State Dept. of Education School Nurse License (All Levels). Experience working in an urban school district FRCS values linguistic diversity. Candidates who speak an additional language are highly valued in our community

Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student-regardless of race, zip code, or economic status-deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. About the Role Excel Academy East Boston Middle School is seeking an Interim School Counselor/Social Worker who can start as soon as possible. The School Counselor is responsible for assessing and providing school-based treatment for social-emotional concerns that interfere with the student's ability to access and engage in the Excel curriculum. Dates: January 2026 - April 2026 Hours: 20-30 hours/week. Salary Range: $62,250 - $90,000, includes benefits Hourly Range: $50-$82/hr, does not include benefits. The hourly rate for contractors will be adjusted based on years of experience and frequency of hours worked. Duties and Responsibilities * Assess student needs; * Provide recommendations based on professional expertise; * Manage an ongoing caseload of students; * Communicate with parents; * Provide counseling and support services for selected students, as needed; * Work as part of the Student Support Team; and * Serve as a productive member of the Excel community. Qualifications * Must hold a master's degree in social work or counseling; * An LICSW, LCSW, LMHC or LSW (or working towards a licensure, requiring supervision hours) or hold a DESE license in school counseling or adjustment counseling; and * Minimum of 1 year experience in a school-based setting; * Ability to speak Spanish preferred; * An unwavering commitment to and belief in the mission of Excel Academy Charter Schools, including Excel's values and educational model; * The ability to focus and thrive in a fast paced, entrepreneurial environment; * The ability to work effectively in a team environment and the wiliness and desire to support others in doing their best work; and * An entrepreneurial spirit that reflects an openness to change, a willingness to problem-solve, and an interest in developing new ideas and programs.

Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student-regardless of race, zip code, or economic status-deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. About the Role The Dean of Culture will lead initiatives related to student culture and ensure that students are supported to achieve academically while developing as young people. The DOC also serves as the leader of the school's core behavior and character education systems and programs. Starting Salary & Start Date $74,000 - $123,000, commensurate with experience. The ideal candidate would start in August 2026. Your Impact Proactively plan and execute systems to drive positive student behavior and create an academics-focused culture of achievement Proactively train key constituents in Excel's approach to culture and behavior systems Develop and teach New Staff Orientation lessons Lead workshops during All-Staff Summit Support grade level leaders in their work planning and executing student orientation With the school admin team, develop and deliver parent orientation sessions, and conduct follow-up meetings Empower teachers to drive positive student outcomes Provide feedback to staff members in their classroom management during break, lunch, Focus, and instructional time Build strong relationships with staff members; seek feedback and provide feedback Ensure a cycle of communication with teachers following referrals Maintain a public presence throughout the school day Plan, oversee, and execute designated programming Oversee school-wide intervention and incentive programs Respond to Issues Relating to Behavior or Discipline Serve as a parent contact for student disciplinary issues and concerns, conferring with Head of School and teachers as needed. Manage daily attendance and uniform referrals Manage “Dean's office traffic” from 7:30 - 8:20 am, including processing uniform referrals and late students Communicate updates on students to staff in a timely manner Monitor attendance of frequently‑absent students; provide regular updates to administrators Communicate with families and/or create attendance contracts, as needed Support Effective Execution of Student Interventions and Supports Serve as a member of the Student Support team With student advisors, develop, execute and/or oversee individualized interventions and supports for particular students as needed Serve as a Productive Member of the Administrative Team Provide morning and afternoon coverage as specified by the team Drive school improvement through participation in quarterly strategic planning cycles and data analysis Write, revise and finalize school manuals annually Meaningfully participate in weekly administrative meetings and weigh in on school wide decision making Serve as a Productive Member of the Excel Community Participate in generating and upholding Excel Staff norms Provide coverage when needed Follow the appropriate protocol when absent to request coverage Serve as a member of a GLT and homeroom team Meaningfully participate in Friday meetings, school PD and family conferences Do whatever it takes to ensure the mission of the school is fulfilled Qualifications A Bachelor's degree required, Master's degree preferred A minimum of two years teaching experience in an urban public school or charter school setting preferred A commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel's values and educational model A commitment to addressing racial and economic inequity in education The ability to focus and thrive in a fast paced, entrepreneurial environment The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work; and An openness to change, a willingness to problem‑solve, and an interest in receiving feedback for continuous improvement; and Can speak to their personal investment and commitment to antiracist education and diversity, equity, and inclusion in our school community and beyond Mission Alignment Share a commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel's values and educational model Committed to addressing racial and economic inequity in education Work effectively in a team environment and have a willingness and desire to support others in doing their best work Open to change, willing to problem‑solve, and seek feedback for own professional growth and improvement Preference will be given to applicants who share points of intersection with our students, such as speaking Spanish, Portuguese, Arabic, or a language commonly spoken by our students and families at an advanced level, being first‑generation college graduates, or having grown up low‑income. #J-18808-Ljbffr

ESL Teacher This position is part of the FRCSTA bargaining unit. Salary is commensurate with experience, including education level and professional-level years of service. Reports to: Director of Student Services, Building Principal or Designee Subject: ESL Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals. Job Summary: The primary responsibility of the ESL Teacher is to ensure the language development of English language learner students, in both inclusive and separate classroom environments. The teacher will co-plan with the content teachers, organize, and implement an appropriate instructional program in a co-teaching learning environment that guides and encourages students to develop and fulfill their academic potential; provides instruction in multiple content areas, and maintains a cooperative attitude with staff, parents, and students. ESL teachers will also provide specialized ESL instruction that is designed to advance English language development and foster English language proficiency. ESL instruction includes social and academic language in all four language domains: reading, writing, speaking, and listening. ESL instruction promotes academic achievement by providing students with systematic, explicit, and sustained language instruction that entails a laser-sharp focus on academic language Responsibilities: The successful candidate for this position will: * Design and implement high-quality instruction for English Language Learners. * Provide coaching, support, and resources to classroom teachers in service of English Language Learners. * Collaborate with classroom teachers with regard to curriculum design and assessment for English Language Learners (SIOP model). * Administer assessments in accordance with Massachusetts guidelines and PHA protocol (ACCESS, LAS, W-APT, etc. * Support general education teachers in differentiating curriculum to meet the needs of ELs. * Provide professional development to staff on instructional strategies to support ELs in the classroom. * .Assist ESL teachers in developing ESL curriculum district-wide. * Use a variety of instructional strategies and resources geared toward the needs of ELL students * Understand current DESE guidelines on the education of EL and communicate information to colleagues. * Maintain accurate and complete records * Collect data on student performance to drive instruction and monitor progress. * Demonstrate cultural competence and effectively communicate with families. * Assist the administration of ACCESS Testing to students. General Expectations: * Manage oneself by being organized, prepared, and punctual * Manage resources, meet deadlines, follow through on commitments * Act in ways that directly support the mission and vision of FRCS * Learn and grow as a professional * Use clear verbal and written communication and active listening skills * Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation, and professional conduct * Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making * Maintain high ethical standards, legal responsibility, and confidentiality * Demonstrated commitment to anti-bias, anti-racist education * Attend building and district meetings to promote communication and mutual decision-making among the staff * Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract * Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards * Responsible for implementing other job-related duties as needed Qualifications - Required: * Bachelor's Degree from an accredited college or university * Massachusetts licensure as a Teacher of English as a Second Language * Required to be SEI Endorsed within one year of employment * Minimum of 2 years teaching experience in a public school setting * Familiarity with state and federal guidelines regarding language instruction for Limited English Proficient and Immigrant students. * Experience in the administration of ELL assessments (ACCESS, LAS, etc.) * Demonstrate subject matter competency in the areas of English language acquisition. * Deep commitment to DEI and anti-bias, anti-racist approaches to education and service. * Candidates are subject to background checks, including CORI clearance and fingerprinting * Current authorization to work in the United States * Candidates must have such authorization by their first day of employment. Qualifications - Preferred: * Master's Degree preferred * Experience working in an urban school district * Proficiency in multiple languages, reflecting our diverse student population Work Environment & Physical Requirements: The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards. Physical Requirements: While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.

Why Our Work is Important At Phoenix, we don t force students to fit the school's mold; we build our schools around our students distinct needs. Many of our students are diverse learners. Some work part-time or even full-time jobs. Others are parents to small children or are caretakers for extended family networks. Still others experience housing insecurity or are navigating the adjudication process. Phoenix challenges young people to fulfill their educational potential and provides them with the support required to do so - even when their life circumstances present seemingly insurmountable challenges and obstacles. Learn more about the Phoenix Charter Academy Network here. The Head of School Phoenix Charter Academy Chelsea seeks a dedicated and tenacious leader who is aligned with, and embodies, the organization s core beliefs and values: rigor with support as well as a faith in all students ability to learn and succeed. This leader must bring expertise in instructional practice/leadership, educator development, all aspects of school-site operations, and authentic community engagement. Our new Head of School, above all, believes in ever ongoing growth and possibility. Our next leader must model accountability, collaboration, and effective use of best-in-class, evidence-based practices that support non-traditional students to achieve academic success and the confidence to realize their full potential. They must also demonstrate the ability to problem solve in creative and nontraditional ways. A Revolutionary Team The Phoenix team is always learning, dedicated, relentless, and guided by these values which shape our culture and fuel our scholars outcomes: An Unwavering Belief in Phoenix Scholars - Phoenix staff operate with the deeply held belief that all young people want to and can succeed, even in the face of seemingly insurmountable barriers and societal constraints. Putting Scholars First - Phoenix staff ensure the academic skills mastery and positive self-identity development that fuel college, career, and life success. Phoenix staff find every opportunity to teach and learn with scholars, using conflict to build supportive relationships and never taking things personally. Learning In Real Time - Phoenix staff know that we operate in a fast-paced, ever-evolving, urgent environment. We seek direct feedback and seize opportunities to implement it quickly. Humility - Phoenix staff approach problem-solving with curiosity and a desire to understand others' perspectives. We model open-mindedness and a growth mindset, and support one another in embracing failure as an opportunity to learn and grow. Navigating and Celebrating Difference - Phoenix staff have work across cultures and experience, compassionately serving low-income communities and/or academically disconnected adolescents. Finding Inspiration in the Small Things Phoenix staff take an asset-based approach to our work, finding humor, inspiration, success, and joy in our day-to-day interactions with scholars and the larger Phoenix Community. Specific Role Responsibilities Reporting to the Chief Schools Officer, the School Head of School is our comprehensive leader, and as such, must be able to demonstrate and juggle leadership across multiple priorities, including: Instructional Leadership Ensure that the Phoenix academic team is clear about how to implement, assess, and adapt the curriculum and lessons that map to priority academic standards for core content areas. Review data weekly, at least, with the leadership team and school staff to determine pivots that need to be made to achieve school academic goals. Lead a scholar-focused academic program that ensures that scholars can demonstrate competence and apply skills in new environments, with the ultimate goal of completing college and living lives of self-determination. Collaborate with the School s leadership and Instructional Teams, as well as the Network-wide Instructional Leadership Team (NILT), to design and deliver engaging and focused professional development that addresses identified gaps and ensures all staff are continuously engaged in growing their practice. Coordinate with the Network Collaborative Practices Team (CPT) to align academic work to centralized competencies, curriculum and assessments to ensure a consistent approach to helping scholars achieve the learning milestones. Supervise the Special Education, English Language Development, Advisory, and Academic programs and services for Phoenix scholars; support and ensure staff compliance with their responsibilities, and continuously develop best practices in these areas. Communicate instructional goals and reinforce classroom standards School Culture Leadership Foster a positive school culture in which scholars continuously learn to hold themselves to high expectations and make decisions that reflect a high degree of respect for themselves and others. Support through the advisory program for scholars developing independent Lead community-wide rituals to share information, recognize and celebrate scholar and staff achievements, and apply the Restorative Practices Model. Oversee the development of school-wide discipline practices communicated in an annual student handbook. Oversee consistent administration of policies and compliance with state law and best practice. Interject and support the creation of a joyful culture through school-wide and classroom-based celebrations, incentives, and positive recognition. Develop staff capacity to foster positive relationships with scholars and ensure they make informed, healthy decisions that lead to success in all their pursuits. Ensure coordinated and innovative student support services across teams. Remain responsive to the professional needs of staff and infuse added supportive and developmental sessions when necessary. Collect ongoing feedback from staff to identify needs and to develop action plans to provide appropriate supervision, direction, support, and recognition to staff. Student Recruitment, Retention, and Community Engagement Oversee yearlong student recruiting practices and management of all new scholar outreach, orientations, and onboarding to meet enrollment targets. Oversee the application of Phoenix s practices of relentless outreach and intervention to ensure engagement, regular attendance, consistent with established goals and benchmarks. Oversee primary person model (PPM) to improve accountability. Each student is assigned to one main staff member who monitors progress and coordinates with others as needed. The goal is to reduce confusion and ensure all student needs are addressed. Oversee school-wide staff engagement in retention activities using the mantra that everyone is a retention specialist. Build and maintain critical community partnerships to ensure that the most disconnected young people can access Phoenix as an opportunity to get back on track to college and careers. Ensure that Phoenix is a visible and trusted community institution. Operational Leadership Manage the school s budget and work closely with the Operations leader to monitor the relationship between budget and enrollment; become deeply knowledgeable of the fiscal boundaries of the school budget. Responsible for monitoring student enrollment (FTE) making data-driven adjustments to ensure staffing levels and resource allocation remain aligned with the school s budget and strategic staffing plan. Ensure the building is clean, welcoming, and conducive to learning at all times, and that the building sends positive messages to scholars about their worth and importance in our community Ensure appropriate DESE regulations are met and delegated to appropriate staff (including but not limited to data collection and annual disciplinary reporting). Ensure technology platforms are updated and accessible to staff and students. Coordinate recommitment and recruitment practices with the network talent team. Oversee school-based hiring processes through the final offer; participate in salary discussions when appropriate. Supervision and Development of Leaders Supervise, continuously develop, and evaluate members of the School Leadership Team using weekly meetings and through use of the leadership competencies. Manage Leadership Team meetings to ensure the weekly coordination of action plans for enrollment, attendance, culture, and academic achievement data. Support leaders in effectively supervising and evaluating staff to ensure that all staff members have focused goals for professional growth and receive ongoing feedback to improve their performance. Collaborate with the Chief Schools Officer and the Instructional Leadership Team to develop the Staff Institute and the annual Professional Development Plan. Qualifications The Head of School will possess an infectious enthusiasm and a tireless commitment to supporting Phoenix scholars and staff. You care about the Phoenix scholar population and community because of your proximity to it. You never give up. You over-communicate. You motivate and inspire. You have demonstrated the capacity to successfully undertake the responsibilities listed above, and you bring the following skills, experience, and orientation: Commitment to all students engaged in equity-minded educational practices Ability to set direction across an entire school and motivate others to action Demonstrated success in developing leadership capacity in others Demonstrated ability to create inclusive environments that honor and leverage a diversity of backgrounds and perspectives Outstanding leadership, management and culture building skills, with particular emphasis on team building, conflict management, sharing and collaboration, goal setting, and accountability Excellent interpersonal, human relations, stress and conflict management skills History of and enthusiasm for engaging with parents and community A minimum of 3 years of school leadership/ supervisory experience as an AP, Principal, Dean or something similar, as well as demonstrated classroom leadership experience with results Commitment to inclusion At Phoenix, we recognize the importance of forming a school community inclusive of a community s demographics and experiences. We act to ensure that our students and staff always see reflections of themselves and their communities. At Phoenix, we aim to break down barriers by providing access to resources, experiences, and differentiated supports for students who historically have not succeeded in traditional public schools. At Phoenix, we solicit, value, understand, connect, and leverage multiple perspectives and experiences. We invite all perspectives except those that perpetuate oppression or dehumanization. At Phoenix we do not just accept differences - we celebrate it, support it, and thrive on it for the benefit of our scholars and the communities we serve. We believe difference makes us stronger. Phoenix Charter Academy is an equal opportunity employer and as such and in accordance with MA state law, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodations necessary to support an individual's employment. Our Commitment to Staff We commit to providing a supportive environment and giving the professional development, coaching, and resources needed to be successful We commit to creating an open and tolerant culture that embraces diversity and fosters equity and inclusion through affinity groups and continuous capacity building supported by our Racial, Justice and Equity working group We commit to fostering a culture of continuous feedback by promoting open communication, regular reflection, and growth-oriented conversations among staff. Support staff who want to develop their ability to serve all students **The Network retains the right to modify this job description at any time, for any reason, at the Network s sole discretion**

Behavior Interventionist (BI) This position is part of the FRCSTA bargaining unit. Salary is commensurate with experience, including education level and professional-level years of service. Reports to: Building Principal or Designee Subject: BI Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals. Position Overview: The Behavior Interventionist is responsible for implementing the school-wide plan for creating a positive culture of behavior in the school in accordance with Foxborough Regional Charter School's Code of Conduct. Responsibilities: * Provide and supervise in a fair and consistent manner a positive behavior system with high standards, consistent with the philosophy, values, and mission of the school. * Supports scholars by being highly visible throughout the building and grounds before and after school, during lunch periods, flexible learning blocks, etc., and while students are transitioning between classes. * Collaborate with teachers, faculty, counselors, parents, etc., in the implementation of a school-wide plan for creating a positive culture of behavior in the school * Proactively promote positive school culture by providing a warm, inviting, yet firm environment where students feel safe, welcome, and aware of the expectations. * Promote student understanding of both their rights and responsibilities as school and community citizens. * Assist in protecting the safety, health, and welfare of the student body * Assist in developing programs to promote positive student behavior * Provide monthly reports to school leaders * Communicate with parents regarding behavior issues * Help resolve concerns that may impede student learning and/or participation in school activities * Maintain accurate and up-to-date records of student behavior information and provide monthly reports to school leaders * Collaborate with school leaders to organize and track student attendance. * Communicate with parents regarding class or period tardy/attendance-related issues. * Counsel students in matters of attendance, tardiness, and poor choices made, and make every effort to build relevant skills. * Must be warm, inviting, yet accountable in every environment General Expectations: * Manage oneself by being organized, prepared, and punctual * Manage resources, meet deadlines, and follow through on commitments * Act in ways that directly support the mission and vision of FRCS * Learn and grow as a professional * Use clear verbal and written communication and active listening skills * Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation, and professional conduct * Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making * Maintain high ethical standards, legal responsibility, and confidentiality * Demonstrated commitment to anti-bias, anti-racist education * Attend building and district meetings to promote communication and mutual decision-making among the staff * Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract * Regular attendance is a necessary and essential function; absences should be rare and in alignment with district attendance and punctuality standards * Responsible for implementing other job-related duties as needed Qualifications- Required: * Bachelor's Degree from an accredited college or university * Demonstrated subject matter competence, highly qualified, in the area of licensure * Ability to demonstrate competency and sensitivity within a very diverse student body. * Effective communication and organizational skills * Deep commitment to DEI and anti-bias, anti-racist approaches to education and service. * Strong problem-solving skills and interpersonal abilities. * Candidates are subject to background checks, including CORI Clearance and Fingerprinting. * Current authorization to work in the United States * Candidates must have such authorization by their first day of employment. Qualifications- Preferred: * A Master's Degree is preferred. * Experience working in an urban school district * SEI Endorsed preferred * 2 years of relevant experience * Experience with Restorative Justice and Positive Behavior Interventions and Supports * CPI experience * Ability to work independently, manage multiple tasks and priorities, and maintain a flexible schedule. * Proficiency in multiple languages, reflecting our diverse student population Work Environment & Physical Requirements: The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards. Physical Requirements: While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.

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The Science Teacher will be responsible for teaching high school Science at our Chelsea campus. They will be tasked with planning lessons and curricula, administering assessments, collecting and analyzing data, and providing unwavering support to students in order to help them achieve academic excellence. As a Science Teacher at our organization, you will not only teach academic lessons but also serve as an advisor and mentor to our scholars. Responsibilities: Plan and deliver effective Science lessons that align with the curriculum guidelines Use a variety of teaching strategies and resources to engage students in the learning process Assess student learning and provide timely feedback to guide their progress Create a positive and inclusive classroom environment that fosters collaboration and respect Establish clear expectations and routines for student behavior Utilize technology to enhance teaching and learning experiences Serve as an advisor and mentor to students, providing academic and personal guidance Collaborate with colleagues to develop and improve instructional practices Participate in professional development activities to enhance teaching skills Communicate with parents and guardians regarding student progress and challenges Requirements: Prior experience teaching Science at the high school level is preferred Familiarity with best practices in Science instruction and assessment Knowledge of current educational trends and research in Science education Ability to differentiate instruction to meet the diverse needs of students Strong organizational and time management skills Commitment to ongoing professional growth and learning Flexibility and adaptability to meet the changing needs of students and the school community Bilingual candidates are highly encouraged to apply Qualifications: Bachelor's degree in Science Education or a related field Relevant teaching certification or licensure Demonstrated knowledge and expertise in the subject matter Strong communication and interpersonal skills Ability to engage and inspire students in the learning process Passion for education and a commitment to student success Ability to create a positive and inclusive classroom environment Familiarity with technology and its integration into the classroom Who We Are Phoenix Charter Academy aims to show the world what all young people can do, and to defy the limitations of societal assumptions, classism, and racism. Phoenix Charter Academy was founded on the unwavering belief that all students can succeed at high levels. While this mantra is typical of high-performing schools, particularly those in the charter sector, Phoenix truly endeavors to reach every student, focusing on a growing number on the margins of the traditional public district education system: students who have dropped out of high school, students who are parenting children of their own, students who are or have been involved with the juvenile justice system, students who are older and new to the country and cannot gain access to public schooling, and students who are under-credited relative to the number of years they have spent enrolled in high school. We believe that these students, like all students, are completely capable of developing the skills necessary to set themselves up for lifetimes of economic prosperity and success. We support our students with individually tailored and academically rigorous curricula and push them to succeed at the highest levels by providing them with the resources and mentoring that they need to reach their full potential. Why Our Work is Important Students across America are dropping out of high school at an alarming rate. Dropping out of high school has a substantial impact on a young person's life. Over the course of their lifetime, an individual who drops out of high school is more likely to have reduced earning power, greater social service dependency, increased rates of criminal involvement, and shorter life expectancy. Phoenix Charter Academies addresses this trend by creating environments where students can demonstrate their talent and resilience and prepare themselves for success through high school, college, and beyond. Commitment to DEI At Phoenix, we recognize the importance of forming a school community inclusive of all visible and invisible identities. We act to ensure that our students and staff always see reflections of themselves and their communities. At Phoenix, we aim to break down systemic barriers by providing access to resources, experiences, and differentiated supports for historically marginalized groups. At Phoenix, we solicit, value, understand, connect, and leverage multiple perspectives and experiences. We invite all perspectives except those that perpetuate oppression or dehumanization. At Phoenix we do not just accept difference - we celebrate it, support it, and thrive on it for the benefit of our scholars and the communities we serve. We believe difference makes us stronger. Phoenix Charter Academy is an equal opportunity employer and as such, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodations necessary to support an individual's employment. Qualities of Phoenix staff member: Unwavering belief in our students - Phoenix staff operate with the deeply held belief that all young people want to and can succeed even in the face of substantial systemic barriers and societal constraints. Continuous Improvement - Phoenix staff approach problem solving with curiosity and desire to understand the perspectives of others. They carry an internalized sense of “I can always learn more” and know that adults at Phoenix must model the qualities of being open-minded and willing to make mistakes and learn from them. Phoenix staff members embody “lifelong learner” mindsets and strive for constant improvement. Eager to Learn - Phoenix staff must be able to learn as they go in a fast-paced, ever-evolving, urgent environment. They have the desire to receive direct feedback and the ability to implement the feedback into practice quickly. Commitment to Diversity, Equity, and Inclusion - Phoenix staff commit to understanding how their self-identity and experiences impact and interact with their daily work, colleagues, and students, and work toward furthering initiatives that promote a more equitable society. What You'll Bring: Communication - Conveys information effectively and efficiently using verbal, non-verbal, and written communication skills; has knowledge and flexibility to communicate across lines of difference. Scholar Orientation - Works to deepen understanding of scholars and centers the needs of scholars in all aspects of how the work is done. Adaptability - Adjusts and strategically aligns work to the school's mission while navigating complex and changing environments internally and externally. Strong work ethic with the ability to work independently and in a team environment What You'll Get We want you to be the best you can so you'll receive professional development, coaching, and the resources needed for you to succeed. An open, curious, and celebratory culture that embraces diversity as a leading asset and fosters equity and inclusion through affinity groups and continuous capacity building supported by our Racial, Justice, and Equity working group. Competitive market comp, medical, dental, vision, mental health, and wellness plans, a 403b, and employee perks such as longevity bonus and pet insurance. Equal Opportunity Employer We are proud to be an equal opportunity employer, and as such, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodations necessary to support an individual's employment. **The Network retains the right to modify this job description at any time, for any reason, at the Network's sole discretion**

School Nurse This position is part of the FRCSTA bargaining unit. Salary is commensurate with experience, including education level and professional-level years of service. Reports to: Building Principal, District Nursing Lead, or Designee Location: Elementary, Middle, or High School Subject: Nurse Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals. Position Overview: The Nurse plays a central role in ensuring that our students are healthy and the school is in full compliance with the state. In addition to treating students and maintaining health records, the Nurse functions as the primary contact person for all health-related issues. In this role, the Nurse must be able to communicate effectively with students, teachers, and families. Responsibilities: Provide direct and appropriate nursing care to students; assessment, treatment, planning, intervention, evaluation, management, and referral as indicated. Administer first aid and emergency care to students and staff as needed. Manage the storage and administration of medications according to district policies. Conduct mandatory health screenings and track immunization compliance. Develop care plans for students with chronic health conditions, including asthma, allergies, and diabetes. Educate students on topics such as hygiene, nutrition, and disease prevention. Serve as a health resource for parents, providing updates and guidance on their children's health issues. Coordinate with local health agencies for infectious disease management and health promotion. Maintain accurate student health records and ensure confidentiality under federal and state law. Administer daily and PRN (as needed) medications and nursing care procedures prescribed by the student's health care provider and in accordance with the Massachusetts Department of Public Health. Implement and record required screening programs; notify parents when further medical evaluation is indicated. Collaboration with the interdisciplinary team in the development of 504 or IEPs as indicated General Expectations: Prepare and submit monthly reports and all state-mandated reports to the Coordinator of School Health promptly Ability to provide direct nursing care Ability to administer first aid and CPR Ability to respond to an emergency, including carrying an emergency bag, climbing stairs, and pushing students in a wheelchair. Ability to work independently Ability to use technology, including electronic health records Manage oneself by being organized, prepared, and punctual Manage resources, meet deadlines, follow through on commitments Act in ways that directly support the mission and vision of FRCS Learn and grow as a professional Use clear verbal and written communication and active listening skills Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation, and professional conduct Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making Maintain high ethical standards, legal responsibility, and confidentiality Demonstrated commitment to anti-bias, anti-racist education Attend building and district meetings to promote communication and mutual decision-making among the staff Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards Responsible for implementing other job-related duties as needed Qualifications- Required: Current MA Registered Nurse License. Minimum of 2 full years of employment as a Registered Nurse, preferably in pediatrics, emergency, community health, public health, or other relevant clinical nursing setting Current CPR/AED certification from a recognized provider. Required to be SEI Endorsed within one year of employment Deep commitment to DEI and anti-bias, anti-racist approaches to education and service. Strong problem-solving skills and interpersonal abilities. Candidates are subject to background checks, including CORI Clearance and Fingerprinting. Current authorization to work in the United States Candidates must have such authorization by their first day of employment. Qualifications- Preferred: Bachelor's Degree in Nursing School Nurse License (All Levels) from the MA State Dept. of Education. MA DESE School Nurse License; Experience in an urban school environment. Ability to work independently, manage multiple tasks and priorities, and maintain a flexible schedule. Proficiency in multiple languages, reflecting our diverse student population Work Environment & Physical Requirements: The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards. Physical Requirements: While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.

The Phoenix Academy Network currently operates three high schools in Massachusetts - one in Chelsea, one in Lawrence and one in Springfield - with plans to open additional schools in the coming years. The Phoenix Network is the only network of schools in Massachusetts that operates both charter and traditional, in-district schools. We are at the forefront of education, particularly alternative education, in Massachusetts. The mission of all Phoenix schools is to challenge teenagers with an academically rigorous and individually tailored curriculum. Talented students who have not succeeded in other schools will have the support, resources and training needed at Phoenix to succeed academically in high school and college, and become economically secure in their future. Phoenix is named after a mythological figure of strength, healing and renewal. We believe in the capacity of our students to regain control of their academic future and recast themselves as strong, independent and self-sufficient adults. The Social Worker is a member of the Student Support Team, and successful candidates are those excited to work in a dynamic school environment that values collaboration and teamwork. This position requires a great deal of case management, referral management and coordination with other staff, adult supporters, and community agencies. Bilingual candidates (English/Spanish, English/French) are preferred. Social workers in the Phoenix Charter Academy Network are charged with operating within these Key Areas: Internalize mission and make this central to all decisions and actions inside and outside of the school in addition to upholding the student code of conduct at all times. Meet with individual students in accordance with their individual needs, or IEPs or 504 plans, to provide counseling toward identified goals so that school success is possible. Create and maintain relationships and formal partnerships with local mental health and family counseling agencies as well as other partners who may be able to offer services to PCA students and families in need. Commitments It is a given that all of the faculty work very, very hard. All staff acknowledge that we will do more than just work hard; we each seek - through formal and informal feedback - to dramatically improve our own progress and that of our students. At PCA, an ongoing quest for leadership improvement is not considered remedial, it is essential and ongoing for all staff. Specific Responsibilities In collaboration with the other Social Worker (s): Be the clinical part of the Student Support Team, provide consult to SS staff assisting students with or without IEPs and 504s in crisis (both in the moment and with appropriate follow up) and with ongoing behavioral interventions; Create personal, warm relationships with all students, even those that are not targeted for social work intervention, sending a clear message that the academic work is central to the mission of the school and all relationships in the school are in place to support the academic success of students in college and post-secondary endeavors. Work collaboratively with BEST teams and outside psychologists to acquire assessments and higher level of care for students; Outreach to parents and adult supporters to discuss and address clinical needs of students; Manage intakes and reporting, including counseling intakes and Medicaid paperwork; Assist staff and personnel who have heard student disclosures with managing, processing and dealing with confidential and privileged information that students may disclose; Coordinate and case manage students hospitalized or in other residential settings or treatment programs; Attend IEP and other meetings to assess and address students in need of or receiving special education services; Design and implement social-emotional support groups addressing needs identified in current student body; Provide psycho-education to personnel regarding social and emotional disabilities and well-being; Report to the Director of School Culture. Meet weekly with the Director of School Culture for supervision, which includes consulting about any mental health issues that may affect student attendance or disciplinary consequences; Collect all data relative to Social Work, use this data to support student achievement and organizational strategies and share data with staff as part of Professional Development; Work with school nurse and SST regarding medication issues, students who are pregnant, and students with chronic illnesses; Support new student orientations and occasional Student Support Center shifts. Work as part of SST during summer: retention work, re-engagement work, training new staff, etc. Participate in all meetings with Student Support Team to ensure PCA's student support growth goals are being met. Commit to growing professionally through consistent and constant feedback and reflection; remain humble and relentless . Be committed to professionally developing through feedback, tackling challenging tasks, and professional development meetings/trainings. **It is understood that this is a summary of the primary duties and responsibilities of the position. It is not intended to be a complete and total description of each and every duty and responsibility. As such, this in no way states or implies that these are the only duties to be performed by this employee. He or she will be required to follow any other instructions and to perform any other duties requested by his or her supervisor. It is also understood that the Network retains the right to modify this Job Description at any time, for any reason, at the Network's sole discretion** Qualifications Education: Master's in Related Subject (School Psychology or Counseling) Years of Experience: 2+ Preferred (May include Practicum and related graduate fieldwork) Licensure: School Social Worker/School Adjustment Counselor (MA License, Initial or Professional) Additional Information We seek a diverse workforce. Phoenix Academy Network is an Equal Opportunity Employer and an Equal Opportunity Service Location. As an Equal Opportunity Employer and Service Location, the Phoenix Academy Network is committed to providing equal opportunity to staff, AmeriCorps members, and applicants in all areas of employment and service without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, or veteran status, or any other area protected by federal, state or local law. The Phoenix Academy Network is committed to making any reasonable accommodation necessary to support an individual's service, employment, or candidacy. The Phoenix Academy Network provides reasonable accommodations for persons with disabilities during the interview process and employment. Should you need an accommodation, please let us know at your earliest convenience so that we can make arrangements before your interview. Apply Now! Direct Link: ************************************************************* Who are We?: ******************************************************************************* Additional Opportunities: *****************************************

The Phoenix Academy Network currently operates three high schools in Massachusetts - one in Chelsea, one in Lawrence and one in Springfield - with plans to open additional schools in the coming years. The Phoenix Network is the only network of schools in Massachusetts that operates both charter and traditional, in-district schools. We are at the forefront of education, particularly alternative education, in Massachusetts. The mission of all Phoenix schools is to challenge teenagers with an academically rigorous and individually tailored curriculum. Talented students who have not succeeded in other schools will have the support, resources and training needed at Phoenix to succeed academically in high school and college, and become economically secure in their future. Phoenix is named after a mythological figure of strength, healing and renewal. We believe in the capacity of our students to regain control of their academic future and recast themselves as strong, independent and self-sufficient adults. Philosophy Phoenix Charter Academy's mission is to challenge young people in our area with an academically rigorous and individually tailored curriculum. Phoenix scholars who have not succeeded in other schools will have the support, resources and training needed to succeed academically in high school and college, and become economically secure in their future. Phoenix Charter Academy is named after a mythological figure of strength, healing and renewal. Phoenix schools challenge resilient, disconnected young people with rigorous academics and relentless supports, so they take ownership of their futures and succeed in high school, college, and as self-sufficient adults. Role Summary The College Services Manager is a critical member of the Phoenix school-based team. This role is key in facilitating a robust college services program that supports scholar growth and access to opportunity as they progress to-and-through college. The College Services Manager position is an exciting opportunity for an innovative, organized self-starter to collaborate with staff and administration in order to provide scholars with college services programming intended to increase awareness and participation in the areas of college readiness, college access, and college persistence. Commitments All staff acknowledge that we will each seek - through formal and informal feedback - to dramatically improve our own progress and that of our scholars. Qualities of a Phoenix staff member: Unwavering Belief in Phoenix Scholars - Phoenix staff operate with the deeply held belief that all young people want to and can succeed even in the face of what can seem like insurmountable barriers and societal constraints. Ability to Put Scholars First - Phoenix staff go above and beyond to ensure mastery of the skills and development of positive self-identity that will ensure success for college, careers and beyond. Phoenix staff find every opportunity to engage in teaching and learning with scholars, using conflict to build supportive relationships with scholars and never taking things personally. Eager to Learn Under Pressure - Phoenix staff must be able to learn as they go in a fast paced, ever evolving, urgent environment. They have the desire to receive direct feedback and the ability to implement the feedback into practice quickly. Humility - Phoenix staff approach problem solving with curiosity and desire to understand the perspectives of others. They carry an internalized sense of “I can always learn more” from others, and know that adults at Phoenix must model the qualities of being open-minded and willing to make mistakes and learn from them. Experience with Low Income Communities - Staff have the proven ability to work across cultures and experience serving low-income communities and/or academically-disconnected adolescents. Ability to Find Inspiration In the Small Things - In the face of challenge and hard work, Phoenix staff must have the ability to find humor, inspiration, success and joy in the day to day interactions with scholars and the larger Phoenix Community. Personal Commitment to Cultural Proficiency and Ongoing Development - Phoenix staff are ongoing learners about diversity, equity and inclusion and seek to understand the ways that their self-identity and experiences impacts and interacts with their daily work, colleagues and scholars. Specific Responsibilities Basic College Office Duties Assist and track all near graduates in college applications, financial aid, registration, and other necessary steps for graduating scholars (FAFSA, EITC, etc.) Track and document the academic progress of scholars nearing graduation and, with the Director of Curriculum and Instruction, arrange for support when necessary Maintain weekly communication with adult supporters of “senior class” Maintain regular communication with outside agencies, colleges, and any other parties involved in the lives of graduating scholars and alumni Plan and host senior engagement events Maintain regular communication with teachers of seniors Assist the Leadership Team in planning graduation events and senior activities, including but not limited to: Prom, Student Events Committee, Senior Trip, Senior banquet, Senior Meetings, Adult Support Meetings Assist the Leadership Team in implementing 1, 3, 5 year vision for College Office and services at Phoenix Academy Uphold Phoenix Handbook and culture expectations Hold weekly collaborations with College Services team including Fellows/grad coaches Manage and support College Office Fellow(s) who is responsible for: Implementing college visits and presentations- on and off Phoenix Academy's campus Meeting with every non-senior to inform and pre-plan toward college readiness Alumni Services Duties Assist all graduates in matriculation including filling out paperwork, financial aid, registration, and attending necessary orientations Alumni outreach and tracking: follow each alumnus/a and track contact information and education/career placements Maintain digital and hard-copy system of tracking and files Provide Head of School with bi-weekly updates on each alumna/us for most recently graduated class. Provide on-campus support to alumni and assist in connecting to any necessary services Assist the Leadership Team in planning Alumni Events Create and distribute Alumni Survey aimed at improving college-readiness at Phoenix Academy Be knowledgeable of all work to vertically align scholarly habits to ensure greater college persistence (increase college persistence by 10%); be knowledgeable of accountability plan college persistence goals Assist Head of School in the following Develop relationships with local colleges to create pipeline of support for our scholars; meet with admissions officers from each school Basic Student Support and Other Duties Meet with members of ILT and other teachers to help improve college readiness Learn to support staff in the SSC and cover (with stipend) when necessary Be present at weekly Professional Development (Fridays) when relevant/determined by the Director of Curriculum and Instruction Meet weekly with the Director of School Culture for supervisory meeting **It is understood that this is a summary of the primary duties and responsibilities of the position. It is not intended to be a complete and total description of each and every duty and responsibility. As such, this in no way states or implies that these are the only duties to be performed by this employee. He or she will be required to follow any other instructions and to perform any other duties requested by his or her supervisor. It is also understood that the Network retains the right to modify this Job Description at any time, for any reason, at the Network's sole discretion** We seek a diverse workforce. Phoenix Charter Academy is an Equal Opportunity Employer. As an Equal Opportunity Employer, Phoenix Charter Academy is committed to providing equal opportunity to staff and applicants in all areas of employment without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, or veteran status, or any other area protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodation necessary to support an individual's employment. Qualifications Bachelor's degree required. Candidates with Massachusetts licensure and/or master's degree in Education/Guidance Counseling highly preferred. Knowledge of Massachusetts curriculum and requirements for high school graduation/college acceptance highly preferred. 1+ Year of direct student-serving (teaching, tutoring, academic support, etc.) experience preferred. Bilingual/Multilingual (especially Spanish-speaking) candidates highly encouraged to apply. Additional Information We seek a diverse workforce. Phoenix Academy Network is an Equal Opportunity Employer and an Equal Opportunity Service Location. As an Equal Opportunity Employer and Service Location, the Phoenix Academy Network is committed to providing equal opportunity to staff, AmeriCorps members, and applicants in all areas of employment and service without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, or veteran status, or any other area protected by federal, state or local law. The Phoenix Academy Network is committed to making any reasonable accommodation necessary to support an individual's service, employment, or candidacy. The Phoenix Academy Network provides reasonable accommodations for persons with disabilities during the interview process and employment. Should you need an accommodation, please let us know at your earliest convenience so that we can make arrangements before your interview. Apply Now! Direct Link: ************************************************************* Who Are We?: *********************************************************************************** Additional Opportunities: *****************************************

Paraprofessional Reports to: Building Principal, or Designee Subject: Special Education Paraprofessional Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and we have committed to hiring and retaining a diverse staff and employees who are committed to an antiracist curriculum and ideals. Job Summary: Under the direction of the school administration, general education teachers, special education teachers, and related service providers provide needed support to students during instructional periods and non-instructional activities. The Paraprofessional will assist Kindergarten classroom teachers in providing developmentally appropriate activities for students by implementing concrete learning activities that meet the varied developmental needs of students with and without special needs. The paraprofessional will also work with ELL students by implementing academic and social programming and strategies developed by the team. Responsibilities: The successful candidate for this position will: * Responsible for assisting the classroom teacher in instructing an individual student, including assistance in the laboratories, washrooms, playgrounds, gymnasiums, lunchrooms, libraries, field trips, and all other educational settings as determined by the classroom teacher. * Assist the student and teacher in classroom management and instructional support. * Provides reinforcement to an individual of direct material initially taught by the classroom teacher. * Responsible for guiding any enrichment and remedial work set up by the classroom teacher. * Assists individual students in any testing * Implement accommodations and modifications as outlined on the IEP and developed by the team * Maintain student data as directed by teachers /related service providers * Follow and implement behavior support plans as provided by teachers/related service providers * Incorporate knowledge of student learning styles and child development to assist student learning * Recognize when teaching and learning strategies are not successful and seek the guidance of the classroom teacher to adapt assistance accordingly * Provide verbal support, prompting, redirection, and modeling in helping the student(s) access the activities of the curriculum General Expectations: * React professionally and objectively to unpredictable situations * Have strong classroom management skills * Provides classroom coverage as needed. * Assists in lunch, recess, and dismissal duties. * Responsible for implementing other job-related duties as needed * Demonstrated commitment to anti-bias, anti-racist education * Attend building and district meetings to promote communication and mutual decision-making among the staff * Willingness to work on academics, social skills, and activities of daily living, if needed * Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards * Performs other duties as may be necessary and assigned by the classroom teacher and/or Principal Qualifications - Required: * Associate's or successfully passed the Paraprofessional test, OR 48 college credits * Safety Care certified or the ability to be certified in Safety Care * Experience working with students with disabilities, preferred (or willing to receive training) * Ability to take the initiative and work independently * Ability to de-escalate behaviors; Calm, neutral demeanor * Reliable and well-organized with sound judgment * Effective oral and written communication * Deep commitment to DEI and anti-bias, anti-racist approaches to education and service. * Candidates are subject to background checks, including CORI clearance, and fingerprinting * Current authorization to work in the United States * Candidates must have such authorization by their first day of employment. Qualifications - Preferred: * Bachelor's Degree from an accredited college or university * Experience implementing all parts of the IEP process * Knowledge of a wide range of disabilities * Ability to handle a multitude of varying and complex issues * Proficiency in multiple languages, reflecting our diverse student population Work Environment & Physical Requirements: The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards. Physical Requirements: While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.