RCS Learning Center Jobs

Department: Multiple Academic Departments FLSA Status (Exempt/Non-exempt): NESA Exempt Reports to: Applicable Department Heads In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The purpose of this position is to perform moderately complex to complex secretarial, clerical, recordkeeping, and accounting and office duties under general direction of a school administrator, department/division head, program advisor, or other administrative employee. Work requires initiative and independent judgment in the application of prescribed policies, procedures, and methods. Performs all other related work as required. Qualifications: Recommended Qualifications: Education, Training and Experience: High school education and one to two years of experience in general clerical and secretarial work, with school experience preferred; or any equivalent combination of education, training, and experience. Knowledge, Ability and Skill: Knowledge: General knowledge of office procedures, practices and terminology. Working knowledge of departmental operations. Knowledge of the operation of computer software applications. Knowledge of the operations of the pertinent school department/division/area helpful. Ability: Ability to communicate effectively with staff, students, and the public. Ability to compose correspondence. Ability to follow oral and written instructions accurately. Ability to organize and prioritize multiple tasks. Must be able to operate a personal computer and display intermediate skill when using software programs for word processing, database, spreadsheets and other software as required by the position. Ability to multi-task. Skill: Skill in utilizing personal computers, popular word processing, database, accounting and spreadsheet applications. Good customer service skills. Skill in all of the above listed tools and equipment. Skill in typing and note-taking. Essential Job Duties and Responsibilities (Not Limited To): Essential Functions: (The essential functions or duties listed below and on attachments are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to the position.) * Provide customer service by answering questions both in person or by telephone; provides information relative to departmental procedures; refers individuals to appropriate source as required. * Perform all general clerical duties including, but not limited to, word processing, making copies, filing, data entry, answering the telephone, opening and delivering mail, etc. Maintains records and files. Drafts correspondence. Schedules and maintains appointments. * Maintain department related data, gathers information and ensures the timely preparation and coordination of a variety of reports. * Maintain internal control system for monitoring, ordering and distributing materials and office supplies. Tracks the department budget. * * Prepare all necessary administrative documents to ensure the timely and accurate processing of the Department's business functions including, but not limited to requisitions, receiving invoices, budget transfers, supporting documentation, etc. May maintain records and spreadsheets and documents related to purchases, payroll, petty cash, budgets, checking and other accounts and other miscellaneous administrative functions; prepares a variety of reports as directed. * May perform moderately complex accounting and bookkeeping tasks. May perform registrations and collect related fees. * Handles all office traffic; students, teachers, parents, administrators, visitors, etc. Assist each with individual situation as needed. Locates students for various persons and by phone. * May perform attendance tracking and recordkeeping duties for teachers and students. * As needed, Administrative Assistant may assume the duties of another secretary when workload is heavy or the secretary is absent. Performs similar or related work as required. * Oversee daily operations of the departments. Set-up meetings, arrange materials for meetings. Field questions and problems from students, parents, teachers, and determine appropriate process for addressing these issues. * Provides customer service by answering questions both in person or by telephone; provides information relative to departmental procedures; refers individuals to appropriate source as required. Handles all office traffic; students, teachers, parents, administrators, visitors, etc. Assist each with individual situation as needed. Field questions and problems from students, parents, teachers, and determine appropriate process for addressing these issues. * Oversee daily operations of the department(s). Set-up meetings arrange materials for meetings. * Perform all general clerical duties including, but not limited to, word processing, making copies, filing, data entry, answering the telephone, opening and delivering mail, etc. Maintains records and files. Drafts correspondence. Schedules and maintains appointments. * Maintain department related data, gathers information and ensures the timely preparation and coordination of a variety of reports. * Prepare all necessary administrative documents to ensure the timely and accurate processing of the Department's business functions including, but not limited to requisitions, receiving invoices, budget transfers, supporting documentation, etc. May maintain records and spreadsheets and documents related to purchases, payroll, petty cash, budgets, checking and other accounts and other miscellaneous administrative functions; prepares a variety of reports as directed. * Maintain internal control system for monitoring, ordering and distributing materials and supplies. Tracks the department budget. Account for all books, materials, and supplies when received from vendors and research problems with delivery or payment. Maintains inventory count of books, materials, and supplies. * May perform moderately complex accounting and bookkeeping tasks. May perform registrations and collect related fees. * As needed, Administrative Assistant may assume the duties of another secretary when workload is heavy or the secretary is absent. Performs similar or related work as required. * Mail/Email communications to students and families as necessary. * Maintain departmental databases for projects such as national exams or awards. Create and print award certificates. * Support teachers in the departments with supplies, clerical help, etc. Examples include coordinating materials for the summer study program and organizing all keys. * Interface with parents, teachers, school counselors and college admissions departments in order to deliver timely and accurate service to students. * Oversee the Transcript process for seniors. Including but not limited to Print unofficial transcripts, manage transcript request process, work with students and families to troubleshoot any issues, and manage all documentation and request processes involved. * Process and handle requests for transcripts of former and current students. * Provide official documentation as needed regarding student information. * Work with the School and College & Career Counselors on documentation and reporting requests * Collaborate on and support the new student registration process. * Manage Naviance imports and exports. Use Naviance to support the entire college application process from beginning to end. * Calendaring for department events throughout the year. * Performs similar or related work as required. Supervision: Complexity: Performs a variety of secretarial and clerical duties requiring the exercise of judgment in relation to problems, and the ability to work with numerous interruptions; is generally responsible for carrying through entire functions of considerable importance to the office. Independent Action: Works under general direction generally setting own daily work plan and choosing between appropriate courses of action to achieve defined objectives; refers only unusual cases to supervisor. Supervisory Responsibility: May supervise students, interns or temporary help. Work Environment & Physical Requirements: Work Environment: * Work is performed in an office environment. Majority of work is performed in a moderately noisy work environment, with frequent interruptions. * Operates computer, printer, telephone, copier, facsimile machine and all other standard office equipment. * Makes frequent contact with school department staff. Contacts are typically with the public, students, parents, vendors, and outside agencies and organizations. * Maintains significant amount of department oriented confidential information. * Errors could result in confusion and delay and adverse public relations. Physical Requirements: (The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) While performing the duties of this job, the employee is frequently required to sit, communicate, or hear; occasionally required to walk, must be able to handle, or feel objects, tools, or controls; and reach with hands and arms. The employee must occasionally lift and/or move objects weighing up to 15 pounds. Vision and hearing at or correctable to normal ranges. This position requires the ability to operate a keyboard and calculator at efficient speed.

Department: Special Education FLSA Status (Exempt/Non-exempt): Exempt; Unit A Reports to: Director of Elementary Special Education In compliance with state and federal laws, Newton Public Schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: This position is responsible for the management and oversight of the building-based student special education eligibility process. Qualifications: Required Qualifications: * Required Qualifications: * Minimum Masters degree * MA Special Education educator license * Minimum of 5-years' experience in special education * Ability to handle multitude of varying and complex issues * Extensive understanding of special education regulations and laws * Excellent oral and written communication skills * Computer experience * Ability to collaborate with numerous stakeholders Essential Job Duties and Responsibilities (Not Limited To): * Facilitate Individual Education Programs (IEP) meetings * Manage procedure/timeline compliance * Support and provide information to families * Schedule meetings * Provide building-based staff professional development * Plan weekly building based special education team meeting * Collaborate with sending and receiving IEP team for transition pre-K/K and 5 th /6th * Attend Director's meetings * Attend monthly special education staff meeting * Coordinate IEP writing with providers, Read and Sign IEPs * Conduct student evaluations as needed * Provide guidance in regulation, compliance and services to staff * Consistent, reliable and punctual attendance is essential for supervision and instruction of the students * Responsible for implementing "other job-related duties" as needed Work Environment & Physical Requirements: Work Environment: * Work is performed in both office and school environments Physical Requirements: * Ability to travel between multiple school locations (must possess valid driver's license) * Must be able to assist with student behavioral needs as necessary * Ability to sit or stand for extended periods of time * Ability to lift and/or move objects weighing up to 30 pounds * Sufficient mobility to navigate within a large school building

DIVISION: Office of Teaching & Learning UNIT: B, BC4 Category 3 DEPARTMENT: PK- 12 Curriculum Directors WORK DAYS: 200 REPORTS TO: Asst. Supt. of Teaching & Learning SALARY RANGE: In compliance with state and federal laws, the Newton Public Schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. POSITION SUMMARY The PK-12 Director of Humanities & Wellbeing are two positions that will play a vital leadership role in developing and maintaining a cohesive, aligned, and data-driven curriculum and instructional framework for Newton Public Schools in following the content areas: Social Studies, World Languages (grades 6-8 only) , Physical Education, Health & Wellness, and Fine Arts. The division of supervision of these content areas for these two positions will be determined by applicant credentials. This position is responsible for overseeing curriculum development and assessment implementation in these areas, providing high-quality professional development for staff, and analyzing student achievement data to drive instructional improvements. By ensuring consistency in humanities, fine arts and wellness instructional practices across all schools, the Director of Humanities & Wellbeing supports the district's goal of enhancing literacy, critical thinking, inquiry, cultural competency, artistic expression, and student well-being. Additionally, this role involves close collaboration with administrators and teachers to promote effective teaching and learning in these disciplines at every grade level. ESSENTIAL DUTIES Curriculum Leadership & Development: * Leads the PK-12 Humanities & Wellbeing curriculum review process, including self-study, curriculum crosswalks, learning walks, data analysis, and stakeholder surveys. * Organizes and oversees PK-12 curriculum pilots, including the vetting, evaluation, and selection of new instructional materials. * Guides curriculum development teams using the Understanding by Design (UbD) framework. * Ensures the alignment, fidelity, and effectiveness of all PK-12 Humanities & Wellbeing curricula through formal monitoring and evaluation. * Develops and manages the Humanities & Wellbeing curriculum budget, including instructional materials and professional development expenses. Professional Learning & Instructional Support: * Collaborates with the Director of Professional Learning to design and deliver high-impact professional development on best instructional practices, including, but not limited to differentiated instruction, culturally responsive teaching, Universal Design for Learning (UDL), and assessment strategies. * Conducts Integrity Walks to support principals in understanding and implementing curriculum effectively. * Provides leadership and coaching for PK-12 teachers, fostering best practices in humanities instruction to enhance student learning outcomes. May be asked to evaluate selected staff. * Organizes and supports Professional Learning Communities (PLCs) for teachers to share strategies and instructional innovations. Data-Driven Decision Making & MTSS Alignment: * Works with the MTSS team to coordinate and implement district-wide benchmark assessments that support intervention strategies for PK-12 students. * Analyzes student data from standardized tests, formative assessments, and classroom observations to identify strengths, gaps, and areas for instructional improvement. * Collaborates with MTSS Coordinators and teachers to develop targeted interventions for struggling students and adjust instructional strategies based on data analysis. Collaboration & Stakeholder Engagement: * Works closely with school administrators to align Humanities initiatives with broader district and school goals. * Communicates effectively with teachers, families, principals, and stakeholders about curriculum progress and instructional initiatives. * Participates in school-wide planning and decision-making processes to advance humanities instruction. * Leads PK-12 teacher teams in curriculum development and instructional improvement projects. * Oversees the distribution of all Humanities & Wellbeing curriculum materials to district schools. Additional Responsibilities: * Performs other duties as assigned by district leadership to support humanities achievement across Newton Public Schools. REQUIRED SKILLS, KNOWLEDGE AND ABILITIES Expertise in Adult Learning & Professional Development: Deep understanding of adult learning theories and best practices to design and deliver effective professional learning experiences. Curriculum & Instructional Leadership: Demonstrated expertise in curriculum development, including alignment with current research-based science instructional strategies and best practices. Data-Driven Decision Making: Strong data analysis and interpretation skills to evaluate student achievement, assess instructional effectiveness, and inform continuous improvement efforts. Strategic Leadership & Organization: Ability to lead continuous improvement initiatives, manage multiple projects simultaneously, and implement instructional programs that align with district goals. Collaboration & Relationship Building: Proven ability to build relationships and work effectively with diverse stakeholders, including teachers, administrators, and families. Communication & Presentation Skills: Excellent verbal and written communication, presentation, and facilitation skills to engage educators, leadership teams, and the broader school community. Budget Development & Resource Management: Experience in budget analysis and development to support curriculum implementation and professional learning initiatives. Licensure & Educational Background: * Doctorate preferred or Master's degree in Education, Curriculum & Instruction, Educational Leadership, or a related field * Valid teaching license with classroom experience. * Director/Supervisor license or eligibility for appropriate administrative certification. Work Environment & 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. Regular attendance is a necessary and essential function. Rarely absent or late unless the situation is of an emergency nature.

Department: Student Services Job Title: Transition Teacher/Specialist High School FLSA Status: Reports to: Special Education Department Head/Transition Coordinator In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. Summary: The transition teacher/specialist will provide high school building-based support, direct service, coaching and consultation to facilitate a collaborative transition planning process across with students, staff, and families. Qualifications: * DESE License or License Eligible in Special Education, Education, School Counselor, Psychologist or other related discipline * DESE Transition Specialist preferred * Strong leadership skills * Strong multi-faceted transition planning experience and expertise across educational, vocational, community, college and career domains * Experience working with a range of students with disabilities age 14-22 Essential Job Duties and Responsibilities (Not Limited To): Primary responsibilities are to develop and implement post secondary options, including career development and post secondary education supports and services for students with disabilities as they prepare to leave high school. The Transition Specialist will provide linkages within the school for successful transition services, such as sharing information with teachers and administrators; provide linkages with adult agencies and businesses; conduct assessment and career counseling activities; facilitate transition-planning processes; and educate special education teachers, employers, job and educational coaches, and Institutes of Higher Education about the value of self-determination and transition options for students with disabilities. Family support and resources will be provided by the Transition Specialist, as well as public relations activities; program development that is reflective of students' preferences and interests; and program evaluation. Consistent and on-time attendance is required for supervision and instruction of the students Responsible for implementing "other job related duties" as needed. Individual student support: * Attend/participate in IEP meetings * Meet with students to discuss transition planning and options * Be familiar with various types of student-centered planning methods * Work with students to choose most appropriate planning method based on individual style/preference * Coordinate person-centered-planning with staff * Assist students to participate in transition planning activities * Facilitating access to vocational/educational opportunities within general education * Identifying and referring students for more targeted vocational assessments as needed (like situational assessments) * Developing community-based training and community work-based learning opportunities based on identified student interests * Assisting student to examine/identify postsecondary training and education options connected to career interests * Assisting students to complete job readiness activities- resume, securing references, interview preparation * Assisting students to evaluate their postsecondary experiences * Identifying, establishing, and maintaining linkages with community agencies and businesses * Facilitating referrals to other agencies * Assist students to present their transition needs to transition team * Assist students in the community by providing transition services, including, but not limited to, travel training and observations at job sites. Family support: * Assist families, parents, and students to access transition services * Promote student, family, and school personnel understanding of laws, eligibility requirements, and availability of services School-wide transition services: * Identify transition services provided by community agencies * Provide support, guidance, and professional development as needed to middle school and high school special education staff * Focus on infusing transition services into programming for all students * Recognizing naturally occurring instances of transition within the middle school and high school curriculum * Supporting the development of TPFs, writing goals, objectives, as needed * Consult to teams (staff, families, and students) for various transition related needs (688 referrals, transition assessment, brainstorming student scenarios, etc) * Collaborate with adult providers and community partners as needed * Provide resources to families, disseminate information regarding local workshops, conferences, and trainings * Consistent, reliable and punctual attendance is essential for supervision and instruction of the students * Responsible for implementing "other job-related duties" as needed Work Environment & Physical Requirements: Work is performed in office, school, and community settings Physical Requirements: Regularly required to lift and/or move objects weighing up to 25 pounds.

Job Details Nashoba Learning Group Bedford - Bedford, MADescription Job Title: Therapist Intern Schedule: Monday - Friday approximately 8:15 am - 4:00 pm, dependent upon assigned work site location as outlined below; Candidates must be able to commit to working a minimum of ten weeks over the summer. Supervisor: Recruiting Coordinator Position Summary: The Intern provides direct services and behavior supports to the program's students/members. Responsibilities: Position Specific Responsibilities Providing highly individualized Applied Behavior Analysis therapy per specified caseload assignments. Interns working at the Day Schools will be assigned two students on their caseload. Interns working at Adult Services will be assigned small group ratios of 2-4 members on their caseload. Interns will be trained to work with students/members on academic programs, activities of daily living, vocational skills, and behavior plans in alignment with current IEP/ISP objectives. Interns will receive training to consistently collect accurate data for academic programs, activities of daily living, vocational skills, and behavior (frequency, antecedent-behavior-consequence, duration, etc.) Interns will participate in community outings with students/members when necessary according to the objectives outlined per individualized IEPs, ISPs, and/or behavior plans Interns cannot drive students/members or function as a driver for NLG unless they are 21+ years old and have completed the correct insurance paperwork per NLG Employees Policies and Procedures Manual. General Responsibilities Reporting to work promptly at: 10 Oak Park Drive Day School: 8:30am and remaining at work until 3:30pm (unless their responsibilities require them to come in earlier or stay later, which will occasionally occur). 15 minutes may be flexed before/after school hours as long as the employee works the required minimum 7 hours per day and their responsibilities for the day have been completed. 170 Lexington Road Day School: 8:15am and remaining at work until 3:15pm (unless their responsibilities require them to come in earlier or stay later, which will occasionally occur). 15 minutes may be flexed before/after school hours as long as the employee works the required minimum 7 hours per day and their responsibilities for the day have been completed. Adult Services at 170 Lexington Road: 8:30am and remaining at work until 4:00 pm (unless their responsibilities require them to come in earlier or stay later, which will occasionally occur). Generally, staff may leave at 3:30 if all work responsibilities for the day have been completed. Following NLG's emergency procedures (administering SOLVE strategies, First Aid or CPR), whenever needed. Adhering to NLG's policies and procedures expected for full time staff. Ensuring the safety and well-being of all students within NLG and while out in the community. Ensuring that all materials used and the classroom as a whole are left in a neat and orderly fashion at the end of each work day. Attendance at the following: Staff Meetings: All staff members are required to attend any mandatory staff meetings as scheduled which may be before, during, or after program hours.. Team Meetings: Typically occur once a month for each student/ratio on an intern's caseload. The purpose of these meetings are to keep everyone on the team up to date with programming and/or behavior plans. Trainings: Any mandatory trainings as assigned. Maintenance of the following certifications: CPR & First Aid The initial and renewal trainings are provided by NLG. The initial training occurs during the Orientation week. Renewal trainings are communicated by NLG's Nursing Department as necessary. SOLVE (see Physical Job Capabilities) The initial and renewal trainings are provided by NLG. The initial 16-20 hour training occurs within the first 3 months of employment. Staff members are expected to participate in an annual 1.5 hour refresher course to be scheduled via Paycom. Please note: The essential functions listed in this section are not limited only to the tasks listed and may include other duties as assigned. Supervision and Performance Assessment: Nashoba Learning Group adheres to the principles of Applied Behavior Analysis in its management of employees as well as in its teaching of children. Performance requirements are clearly specified, performance is measured frequently, feedback is given immediately and mastery of particular skills allows access to higher-level skills. Reinforcement is tied to performance in the form of pay, professional development opportunities, and recognition. Interns should communicate with direct supervisors if looking for guidance/support when working with students/members. Day Schools: Lead Therapist and Clinical Director. Adult Services: Team Coordinator and Clinical Leader, per location assignment. This position will be evaluated/assessed at the end of the internship period by the Recruiting Coordinator and caseload supervisors on general performance, cooperation, and teamwork. Supervisors, clinical staff, and the Program assistant will report to the Recruiting Coordinator on overall intern performance. Qualifications Interns must be punctual and able to commit to working at least 10 weeks in this position Possess Strong organizational skills and ability to multitask Be in pursuit of a Bachelor's degree in a related area, this includes but is not limited to: Psychology Social Work Human Services Sociology Education Communication Disorders Behavior Science At least two references that will attest to the staff's interpersonal skills, energy, work ethic, ability to work on a team, leadership skills, integrity, and ability to accept and learn from feedback Satisfactory results for new hire and recurring background and CORI check A driver's license in good standing (if over 21 years of age) Thorough knowledge of NLG's policies and procedures Thorough knowledge of NLG's daily operations and guidelines Physical Job Capabilities: Physical Job Requirements of this job include: Physically capable of keeping students/members safe and in close proximity at all times, particularly during outings Safely implement crisis prevention techniques and restraining members 50 pounds up to and in excess of 125 pounds when necessary Physical Movements Required for Safe Implementation of Crisis Prevention Techniques: Quick and abrupt movements of upper and lower body (moving quickly, brisk and vigorous use of hands and arms) Rotating upper torso movements Arm and hand movements to grasp, range of motion movement with upper body and arms Balance Lifting and lowering (bending at knees repeatedly) Prolonged duration of exertion with both upper and lower body, being in one position for periods of time NLG is committed to the philosophy and principles of equal employment opportunity. It is the policy of NLG to recruit, hire, train and promote the most qualified candidates regardless of any race, age, color, religion, national origin, ancestry, sex (including pregnancy and gender identity), sexual orientation, protected genetic information, veteran status, disability, or any other characteristic protected by law. NLG expects all employees to support its equal opportunity objective.

Department: Special Education FLSA Status (Exempt/Non-exempt):Non- Exempt; Unit C Reports to: School Principal In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: Supports student(s) who are deaf/HH in the general education classroom and across the school day. Provides a variety of generalized support services. Qualifications: Required Qualifications: Fluent in American Sign Language (ASL) Experienced working with Deaf/HH children in a preschool setting or children/young adults in a school setting. Written language, technology skill and interpersonal communication skill to support communication among team members, with community contacts, school staff and parents is required. Completion of a Bachelor's Degree in education, special education, or a related field such as psychology. Ability to collaborate as part of an interdisciplinary team. Completion of SafetyCare certification or willingness to do so upon hire. Essential Job Duties and Responsibilities (Not Limited To): Support communication (ASL) development. Support access to classroom instruction and peer input so the student can participate in all activities of the school day Navigate challenges with a Hearing Assistive Technology system (HAT) to ensure effective use within the classroom Adapt curriculum materials as needed to meet the needs of students with hearing loss/impairment. Assist the classroom teacher to include the student in all aspects of the school day Implement academic and social programming and strategies as developed by the team Implement accommodations and modifications as outlined on the IEP and developed by the team Assist in data collection Promote social interactions throughout the day Maintain confidentiality about all personal information regarding the student, programming and family May be expected to attend trainings related to position Consistent, reliable and punctual attendance is essential for supervision and instruction of the students Responsible for implementing “other job related duties” as needed Work Environment & Physical Requirements: Work Environment: Ability to physically support students who utilize specialized equipment such as standers, wheelchairs, supportive seating etc. Ability to physically respond to students who are physically unsafe and use physical restraints as part of a de-escalation process (verbal de-escalation is preferred). Ability to physically respond to students who have bolted from the building. Ability to physically maintain a safe learning environment, including moving furniture in response to a crisis situation. Physical Requirements: Regularly required to lift and/or move objects weighing up to 25 pounds.

(Exempt/Non-exempt): Exempt; Unit A Reports to: Counseling Department Chair In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The College and Career Counselor provides post-graduate planning support to students in grades 9-12. The most intense work is with juniors and seniors. The College and Career Counselor utilizes SCOIR for the College and Career readiness platform. There is a heavy emphasis on college counseling expertise. The position requires collaboration with school counselors, faculty, school administration and the Newton community. The Counselor attends college tours, workshops, and other post-graduation relevant programs. College and Career Counselor organizes and participates in a number of student/parent/caregiver evening events throughout the school year. Qualifications: Required Qualifications: * Master's degree in Counseling or Education; * MA School Counseling license and certification; Desired Attributes: * Minimum of 5 years of relevant experience; * Background working with diverse populations of students including first generation college-bound students Essential Job Duties and Responsibilities (Not Limited To): * Strong counseling skills; * Conduct planning meetings with students and parents/caregivers representing diverse identities, priorities and goals; * Collaborate with other members of the department and school community; * Use SCOIR on a regular basis and provide SCOIR support to students and classroom educators; * Network with College Admission Representatives; * Organize events such as annual Financial Aid Night, College Admission Rep Visits, Junior Night, College Admission Panel, College Fairs/Nights; * Attend numerous college tours, conferences and workshops throughout the year; * Manage large amounts of college and career information for dissemination to students/parents/caregivers, educators etc * Support students to navigate their interests and passions through the pursuit of summer programs, internships, and extra-curricular * Manage the distribution of scholarship information * Expertise with college admissions trends and career pathway opportunities Work Environment & Physical Requirements: Work Environment: Work Environment: The office is located in the College and Career Center. The office is open for students to use so monitoring the space needs to occur on a regular basis.

Department: Student Services FLSA Status (Exempt/Non-exempt): Exempt; Unit A Reports to: Coordinator of Speech, Language and Hearing Services In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY:This position provides speech and language evaluation, and direct services to students K-12 as well as consultation to staff, depending on assignment. The students within NPS have disorders that include articulation and language concerns as well as more complex profiles. Depending on assignment augmentative and alternative communication experience may be needed. Qualifications: Required Qualifications: Master's Degree DESE License of Speech Language and Hearing Disorders (All Levels) Commonwealth of Massachusetts Division of Professional Licensure as a Speech-Language Pathologist American Speech-Language-Hearing Association Certification Minimum of 2-years' experience as a Speech and Language Pathologist, preferably in a school setting Demonstrate knowledge and skills in the areas of child speech and language development Ability to handle multitude of varying and complex issues Excellent oral and written communication skills Excellent organizational skills Technology experience Desired Qualifications: Certificate of Clinical Competency (CCC) Essential Job Duties and Responsibilities (Not Limited To): Provide students with intensive instruction in speech, language, communication, and pragmatic language skills as determined by the Team process and subsequent IEP formulation Assess students via formal and informal test measure Participate in the development of student's Individual Education Program (IEP) Assist teachers and other special education staff in the development and implementation of curriculum accommodations/modifications and appropriate classroom strategies as determined by the Team process and subsequent IEP formulation Maintain appropriate records and provide timely reports Keep abreast of new information, innovative ideas and techniques for students with communication disorders Possibly supervise a SLP-A Consistent, reliable and punctual attendance is essential for supervision and instruction of the students Responsible for implementing “other job related duties” as needed Work Environment & Physical Requirements: Work Environment: Majority of work is performed in a school environment. Travel between school locations may be required depending on assignment. Physical Requirements: Ability to operate computer, printer, telephone, copier, facsimile machine and all other standard office equipment Ability to sit or stand for extended periods of time Ability to lift and/or move objects weighing up to 15 pounds Sufficient mobility to navigate within a large school building Ability to travel between multiple school locations (must possess valid driver's license)

Department: Elementary Education FLSA Status (Exempt/Non-exempt): Non-Exempt In compliance with state and federal laws, Newton Public Schools is committed to equity, anti-racism, and a nondiscrimination policy for students, employees, and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The building aide is responsible for various duties that provide support throughout the building. Qualifications: Required Qualifications: Associate's degree or minimum of 60 college credit hours (classes in education, special education, psychology or a related field preferred). Successful completion of the ParaPro Assessment may be substituted for educational requirements. Written language, technology skill and interpersonal communication skill to support communication among team members, with community contacts, school staff and parents is required Desired Qualifications: Bachelor's degree (preferably in education, special education, psychology or related field) Experience working with children in a daycare setting or children/young adults in a school setting or recreation setting Essential Job Duties and Responsibilities (Not Limited To): Provide instructional coverage, for a classroom, small group or individual student Assist the classroom teacher in all aspects of the school day Support instruction by working with students individually and in small groups Prepare instructional materials Assist in classroom set up and clean up Consistent and on-time attendance is required for supervision and instruction of the students Manage individual and classroom behavior Supervise students with self-care skills as needed Assist in the main office (Monitoring the doors, answering the phone, mail, arrival/dismissal routines, assisting with attendance, etc.) Provides coverage in the absence of secretary Responsible for implementing “other job related duties” as needed Consistent and on-time attendance is required May be expected to provide substitute educator services May be expected to attend trainings related to position Consistent, reliable and punctual attendance is essential for supervision and instruction of the students Responsible for implementing “other job related duties” as needed Work Environment & Physical Requirements: Work Environment: Majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Physical Requirements: While performing the duties of this job, the employee is frequently required to walk, stand, sit, talk, and hear. The employee is regularly required to bend, stoop, crouch and/or kneel. The employee is occasionally required to lift and/or move objects weighing up to 25 pounds. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

(Exempt/Non-exempt): Exempt; Unit A Reports to: Counseling Department Chair In compliance with state and federal laws, Newton Public Schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The School Guidance Counselor is responsible for meeting the developmental needs of students. The School Guidance Counselor position supports students with many issues, such as social/emotional, substance use/abuse, academic, and post-graduate planning, through the use of counseling, consulting, coordinating, and managing. Qualifications: * Master's Degree in school counseling * Appropriate DESE license * Ability to handle multitude of varying and complex issues * Excellent oral and written communication skills * Ability to use technology effectively Desired Qualifications * Ability to work autonomously and make independent decisions * Ability to organize tasks, set priorities and meet deadlines, manage multiple tasks * Recognize and understand students' individual interests that may translate into a meaningful academic and post-secondary plan * Good judgment and good problem-solving skills * Good clinical skills to support substance use/abuse and social/emotional issues Essential Job Duties and Responsibilities (Not Limited To): * Provide individual and group counseling support to students. * Support students with their academic, social/emotional, substance use/abuse, and post-graduate planning needs. * Work collaboratively with counseling colleagues, teachers, deans, and other administrators. * Collect, maintain, and present data when applicable. * Attend and participate in parent night events as needed. * Consult and collaborate with families and outside agencies to support student needs. * Facilitate meetings with relevant stakeholders regarding student needs. * Participate in professional development to remain current with school counseling practices. * Consistent and on-time attendance is required * Responsible for implementing "other job related duties" as needed Work Environment & Physical Requirements: Work Environment: * Majority of work is performed in an office setting within the school environment, which is primarily confidential. Physical Requirements: * While performing the duties of this job, the counselor is frequently required to walk, stand, sit, talk, and hear. The counselor is occasionally required to lift and/or move objects weighing up to 25 pounds. Must have sufficient mobility to navigate within a large school building.

Department: School-Based Reports to:School Principal/Teacher In compliance with state and federal laws, Newton Public Schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: This position provides an opportunity for a dynamic music educator with a diverse skill set to provide general music instruction in grades K-5. Elementary music teaching positions may have a vocal/choral music or instrumental music focus, depending on school assignment. Qualifications: Required Qualifications: Bachelor's Degree, Master's degree preferred Ability to handle multitude of varying and complex issues Excellent oral and written communication skills Ability to use technology effectively Desired Qualifications: Excellent musicianship Experience and training in any or all methodologies desirable: Orff, Kodaly, Gordon, Conversational Solfege, First Steps in Music, others Proficient piano skills Broad knowledge of musical styles, composers, music history Willingness to promote and sustain a culture of music in and among the school community Responsible for teaching: K-5 General Music 4th/5th grade chorus 4th/5th grade band Orchestra Essential Job Duties and Responsibilities (Not Limited To): Provide general music instruction in grades K-5 Provide 3rd Grade recorder instruction For vocal/choral positions: Conduct 4th Grade Introductory Chorus and 5th Grade Chorus For instrumental positions: Provide/coordinate 4th Grade introductory band instrument lessons (clarinet, flute, alto saxophone, trombone, trumpet, percussion) and conduct 5th Grade Concert Band. Assignment may also include 4th Grade introductory string instrument lessons/5th Grade Orchestra Direct annual 5th Grade Musical (additional stipend available) Work in collaboration with building and citywide music teachers to maintain citywide music curriculum and assessment practices Consistent, reliable and punctual attendance is essential for supervision and instruction of the students Responsible for implementing “other job related duties” as needed. Work Environment & Physical Requirements: Work Environment: Majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Regular attendance is a necessary and essential function. Rarely absent or late unless the situation is of an emergency nature. Physical Requirements: While performing the duties of this job, the teacher is frequently required to walk, stand, sit, talk, and hear. The teacher is regularly required to bend, stoop, crouch and/or kneel. Must have sufficient mobility to navigate within a large school building. The Music Teacher will be required to set up chairs and risers for concerts. Regularly required to lift and/or move objects weighing up to 25 pounds. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Job Details Entry Nashoba Learning Group Billerica - Billerica, MADescription Nashoba Learning Group (NLG) is looking for motivated candidates to work with individuals with autism spectrum and related disorders at our Day School and Young Adult programs! Staff hired in this position will be working one-to-one or in small group ratios. This rewarding career path allows you to gain experience with state-of-the-art teaching procedures, while helping individuals with autism unlock their potential. NLG places a large emphasis on training and professional development for staff; prior experience is not required. NLG is looking for candidates with experience/interest in psychology, direct or personal care, or special education to fill this position. We pride ourselves in the ability to create career paths and opportunities for our staff through a consistent emphasis on training and development. Whether you're new to education, or are looking for a career change, NLG has the resources, tools and strategies to aid you in the next steps of your career. What is Nashoba Learning Group? NLG was founded in 2002 to offer a different life trajectory for individuals with autism and their families. Our organization uses evidence-based teaching procedures, delivered by highly trained and supervised teaching staff, and customized for each individual in partnership with their family. Today NLG is able to provide outstanding, individualized education, training, and intervention services for over 170 individuals aged three to adult, who are from over 60 communities across Massachusetts and New Hampshire. NLG strives to enable individuals to achieve their potential and become productive members of society throughout their lives. General Responsibilities/Requirements for the Positions Include (but are not limited to): Working with a set caseload of individuals on a variety of tasks throughout their day (tasks may include: academics, social skills, communication and language, vocational skills, community behavior, and activities of daily living). Working with individuals to teach social and communication skills to allow them to succeed in the community. Consistently collecting accurate data for academic programs, daily living skills, vocational skills, and behavior (frequency, antecedent-behavior-consequence, duration, etc.). Qualifications An Autism Therapist/Understudy/Team Instructor needs to: Have at least two references that will attest to the Candidate's interpersonal skills, energy, work ethic, commitment to providing optimal education to individuals with autism, their ability to work on a team, leadership skills, integrity, and ability to accept and learn from feedback. The ability to physically perform all job duties, keeping students/members safe and in close proximity at all times, particularly on outings, and safely restraining individuals in excess of 100 pounds up to 200 pounds when necessary. Pass a background and CORI check; as well as applicable required fingerprinting. Supervision and Performance Assessment: The Autism Therapist / Understudy / Team Instructor will be assigned an individual mentor to support continued skill development and promotional growth opportunities Performance requirements are clearly specified, performance is measured frequently, feedback is given immediately, and mastery of particular skills allows access to higher-level skills. Reinforcement, in the form of pay, professional development opportunities, and recognition is tied to performance. The Autism Therapist / Understudy / Team Instructor positions will be evaluated on general performance, cooperation, teamwork, and maintenance of the student's books. The Lead Therapist and/or Clinical Director will assess the Autism Therapist / Understudy on clinical performance. The Team Coordinator and/or Behaviorist will assess the Autism Therapist / Team Instructor on clinical performance. Approximately, twice per year, an assessment will be made regarding the Autism Therapist's performance. Certain data that is continuously or intermittently recorded throughout the year will also be incorporated into the assessment. Within 2 days, the Autism Therapist will have a chance to review the assessment with the person who executed it. From that review, the Autism Therapist will be reinforced for good performance and develop an action plan with the reviewer to enhance performance. A follow-up assessment will be scheduled based on that plan. The purpose of assessment and feedback is to assist the Autism Therapist in continuously improving their performance. It is expected that performance will improve over time. It is also expected that there will always be opportunities to learn and grow. Benefits NLG provides to its valued employees! 100% Paid Tuition! (for an NLG approved Master's program in Applied Behavior Analysis or Special Education) Starting with Over 8 Weeks Off! (Including program closure, holidays, and PTO) Affordable and Comprehensive Medical Insurance 100% paid employer Dental Insurance 403B Retirement plan Referral Bonus Program Disability Insurance Flexible Spending Account Health Savings Account Employer Paid Life Insurance Employee Assistance Program Professional Development Mileage Reimbursement (for travel with individuals from your caseload during the work day) Job Type: Full-time Job Location: Bedford, MA / Billerica, MA Level: Entry Schedule: Monday to Friday Day COVID-19 Considerations: COVID vaccination is encouraged but not required. License/Certification: Driver's License (Required) Education: Day School Program - Undergraduate Degree (Preferred; In the absence of a degree, candidates with equivalent work experience may be considered) Young Adult Program - High School or Equivalent (Required) Work Remotely: No NLG is committed to the philosophy and principles of equal employment opportunity. It is the policy of NLG to recruit, hire, train and promote the most qualified candidates regardless of any race, age, color, religion, national origin, ancestry, sex (including pregnancy and gender identity), sexual orientation, protected genetic information, veteran status, disability, or any other characteristic protected by law. NLG expects all employees to support its equal opportunity objective.

Department: Secondary Education FLSA Status (Exempt/Non-exempt): Non-Exempt Reports to: School Principal In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The Campus Aide is responsible for a range of duties that provide support throughout the building. Qualifications: Required Qualifications: Associate's degree or minimum of 60 college credit hours (classes in education, special education, psychology or a related field preferred). Successful completion of ParaPro Assessment may be substituted for educational requirements Written language, technology skill and interpersonal communication skill to support communication among team members, with community contacts, school staff and parents is required Desired Qualifications: Bachelor's degree (preferably in education, special education, psychology or related field) Experience working with children in a daycare setting or children/young adults in a school setting or recreation setting Essential Job Duties and Responsibilities (Not Limited To): Maintain a safe and healthy school environment Build positive relationships with students and staff Provide coverage for canceled classes in cafeteria Provide coverage for a classroom, small group or individual student Retrieve students from class Direct students to appropriate support, i.e. dean, counselor, nurse Participant on various school-wide teams, i.e. Crisis, S.F.A., Safety Assist with safety protocols, fire drills, shelter in place and lockdowns Provide assistance to school staff/nurse in emergency situations Supervise cafeteria in the morning during breakfast Supervise cafeteria during lunch blocks Monitor hallways throughout the school day Oversee student and staff parking Monitor outside the building throughout the school day Supervise the building after school Consistent, reliable and punctual attendance is essential for supervision and instruction of the students Responsible for implementing “other job related duties” as needed. Work Environment & Physical Requirements: Work Environment: Majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Physical Requirements: While performing the duties of this job, the employee is frequently required to walk, stand, sit, talk, and hear. The employee is regularly required to bend, stoop, crouch and/or kneel. The employee is occasionally required to lift and/or move objects weighing up to 25 pounds.

Department: Student Services Job Title: Transition Specialist & Transition Coordinator FLSA Status: (Exempt/Non-exempt) Exempt; Unit A (.60 Teacher) & Unit B (.40 Administrator) Reports to: Director of Secondary Special Education GENERAL DESCRIPTION (1-3 LINES DESCRIBING ROLE): Teacher Position: The Transition Specialist's responsibility is to provide school-building-based support, direct service, coaching, and consultation to facilitate a collaborative transition process with students, staff, and families. Primary responsibilities include: Develop and implement post-secondary options, including career development and post-secondary education supports and services for students with disabilities Provide linkages within the school for successful transition services, such as sharing information with teachers and administrators. Provide linkages within the adult agencies and businesses Conduct assessment and career counseling activities Facilitate the transition planning processes Educate special education teachers, employers, job and educational coaches, and institutes of higher education about the value of self-determination and transition options for students with disabilities. Family support and resources will be provided as well as public relations activities and program development. Administrator Position: The Transition Coordinator's responsibility is to oversee all functions and operations of the Community Connections Post-Graduate Program. Primary Responsibilities include: Supervision and evaluation of program staff Collaboration with high school teachers, special education department heads, and administrators to identify students in need of transition services Development and implementation of individualized transition supports and services, including employment, postsecondary education, community training, and travel training for individuals ages 18-22 with disabilities Provide orientation and training to teachers, teaching assistants, parents, and students on transition topics, including self-determination, SSI benefits, ADA transportation, and adult service agencies, highlighting the difference between school and adult support. Ensure that students are referred to adult funding sources and connections are made prior to aging out QUALIFICATIONS: REQUIRED QUALIFICATIONS FOR BOTH POSITIONS: DESE License in special education, school counseling, psychologist, or other related discipline Massachusetts DESE licensure as an Administrator of Special Education Master's Degree or higher in special education administration or related field 3-5-years' experience in transition services Strong multi-faceted transition planning experience and expertise across educational, vocational, community, college, and career domains Experience working with a range of students with disabilities ages 14-22 Demonstrated knowledge of special education regulations Ability to effectively supervise, evaluate, coach, and mentor teachers, social workers, and teaching assistants Excellent oral and written communication skills Strong interpersonal skills, including the ability to work effectively with multiple stakeholders DESIRED QUALIFICATIONS FOR BOTH POSITIONS: Massachusetts DESE Transition Specialist Endorsement Ability to think creatively, especially regarding resources Innovative approach to programming Strong work ethic ESSENTIAL JOB DUTIES (NOT LIMITED TO): Supervise and evaluate all members of the Community Connections Post-Graduate Program Encourage staff development and provide ongoing in-service programs for department members and community partners Assist program members in the handling of day-to-day problems of instructions and guidance and act as a resource for them. Monitor and provide appropriate consultation services to students, staff & families. Coordinate the hiring process for teachers and paraprofessionals in the department in the Community Connections Post-Graduate Program. Continually monitor students' progress, including overseeing reevaluations and referrals to adult services. Coordinate person-centered planning with staff. Identify a range of appropriate data sources and effectively analyze the data for decision-making Coordinate the smooth transition of all students from grade 12 to the Community Connections Post-Graduate Program. Supervise the development of individual education programs for special needs students. Monitor and encourage the development of new programs designed to meet the needs of students within the community. Attend/participate in IEP meetings as needed Meet with students to discuss transition planning Developing community-based training and community work-based learning opportunities Assist students in the community by providing transition services, including, but not limited to, travel training and observations at job sites. Assist families, parents, and students to access transition services Provide support, guidance, and professional development as needed to middle school and high school special education staff Consult teams (staff, families, and students for various transition-related needs (688 referrals, transition assessment, brainstorming student scenarios, etc.) Collaborate with adult providers and community partners Other duties as needed WORK ENVIRONMENT & PHYSICAL REQUIREMENTS: Work Environment: Work is performed in school and community environments. Physical Requirements: Ability to travel locally (must possess valid driver's license) Ability to operate a computer, printer, telephone, copier, facsimile machine, and all other standard office equipment Ability to sit or stand for extended periods Ability to lift and/or move objects weighing up to 15 pounds Sufficient mobility to navigate within a large school building Date Updated: 2/21/25 In compliance with state and federal laws, Newton Public Schools is committed to equity, anti-racism, and a nondiscrimination policy for students, employees, and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute.

(Exempt/Non-exempt): Exempt Reports to:School Principal/Teacher In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: Provides classroom support in a learning environment. Participate in the life of the classroom and the school community as a co-teacher. Intern may be required to maintain a weekly log of instructional time. Qualifications: Is currently enrolled in a Master's Program at a college/university program leading to educational licensure and/or additional credentialing in education. Essential Job Duties and Responsibilities (Not Limited To): * Is under the general direction of a certified teacher or principal, providing classroom preparation and small group instruction * Is involved with understanding and delivery of student individualized education programs * Will perform classroom behavioral management assistance * Is assigned to provide non-teaching duties (i.e.: lunch duty, bus duty, study hall, recess) * May assist with routine educational clerical duties * May attend parent conferences and faculty meetings * Is an active participant in the school community * Consistent, reliable and punctual attendance is essential for supervision and instruction of the students * Responsible for implementing "other job related duties" as needed Work Environment & Physical Requirements: Work Environment: * Work is performed in both office and school environments. Physical Requirements: * Ability to operate computer, printer, telephone, copier, facsimile machine, and all other standard office equipment. * Ability to sit or stand for extended periods of time. * Sufficient mobility to navigate within a large school building. Regularly required to lift and/or move objects weighing up to 25 pounds.

Applied Behavioral Analysis Services (ABAS) is responsible for providing Applied Behavior Analysis (ABA) intervention services across Western MA for children diagnosed with Autism Spectrum Disorder (ASD) in their homes, community, and/or school settings. Job Description ESSENTIAL DUTIES AND RESPONSIBILITIES: Provide one-on-one behavior intervention services to children diagnosed with ASD Implement programs developed by the BCBA Teach communication skills, social skills, self-help skills, and play skills using the principles of ABA under the direct supervision of a BCBA Maintain compliant records and data related to behavioral programming Provide support in crisis situations and consistently implement pre-determined Behavioral Intervention Plan (BIP) Ensure client safety Maintain client confidentiality and professional conduct at all times Acquire and maintain technical knowledge via remote and/or in vivo trainings Report any suspicion of child abuse or neglect to the Massachusetts Department of Children & Families (MA DCF) KNOWLEDGE/SKILLS/ABILITIES: Ability to abide by code of ethics as indicated by the Behavior Analyst Certification Board Ability to accept and implement constructive feedback in a professional manner Work independently after initial direction Commitment to maintain client confidentiality and adhere to HIPPA (Health Insurance Portability and Accountability Act) laws Excellent written and verbal communication skills Ability to develop and maintain professional relationships with clients, co-workers, supervisors, and community members Perform other job-related duties as assigned Experience with ABA highly preferred Experience working in home-based setting and with children with ASD preferred Qualifications POSITION REQUIREMENTS: Must have a valid driver's license Must have access to a reliable insured vehicle and be willing to travel between job sites Must have access to a computer and Internet data plan that meet minimum specifications Must pursue RBT credential EDUCATION: Required: High School Diploma or equivalent Preferred: Bachelor's or Master's degree in Applied Behavior Analysis, Psychology, Education, Speech and Language Pathology, or related field Up-to-date CPR (Cardiopulmonary Resuscitation) and First Aid certification Additional Information All your information will be kept confidential according to EEO guidelines.

pstrong Department: /strongS.P.A.C.E. Camp/p pstrong Job Title: /strongS.P.A.C.E. Camp Upper Classroom Teacher/p pstrong Reports To:/strong S.P.A.C.E. Camp Director/p p /p pstrong Summary: span style="font-weight: 400;"S.P.A.C.E. Camp Lower Classroom teachers provides instruction for incoming K-4th grade students within the camp setting. Teachers plan and teach fun and project-based lessons focused on a specific course. Hours of work are 8:45 am - 3:45 pm, with a half-hour lunch break./span/strong/p p /p pstrong Qualifications:/strong/p ul li style="font-weight: 400;"span style="font-weight: 400;"Experience in a classroom setting/span/li li style="font-weight: 400;"span style="font-weight: 400;"Teaching Background/span/li li style="font-weight: 400;"span style="font-weight: 400;"Teaching degree/certification strongly desired/span/li /ul pstrong Essential Job Duties and Responsibilities (Not Limited To):/strong/p ul li style="font-weight: 400;"span style="font-weight: 400;"Responsible for 5-15 students ages K-4th grade/span/li li style="font-weight: 400;"span style="font-weight: 400;"Teach and support students in specific courses they are teaching/span/li li style="font-weight: 400;"span style="font-weight: 400;"Create and implement curriculum related to course subject or theme/span/li li style="font-weight: 400;"span style="font-weight: 400;"Coordinate and collaborate with special education staff to support students with disabilities/span/li li style="font-weight: 400;"span style="font-weight: 400;"Consistent, reliable and punctual attendance is essential for supervision and instruction of the students/span/li li style="font-weight: 400;"span style="font-weight: 400;"Responsible for implementing “other job-related duties” as needed/span/li /ul pstrong Work Environment: /strong/p ul listrongspan style="font-weight: 400;"Work is performed in a school/classroom environment, as well as outdoors. The noise level in the environment is usually moderate./span/strong/li /ul pstrong Physical Requirements:/strong/p ul li style="font-weight: 400;"span style="font-weight: 400;"While performing the duties of this job, the employee is frequently required to walk, stand, sit, talk, and hear. The employee is regularly required to bend, stoop, crouch and/or kneel./span/li li style="font-weight: 400;"span style="font-weight: 400;"Regularly required to lift and/or move objects weighing up to 25 pounds./span/li li style="font-weight: 400;"span style="font-weight: 400;"The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions./span/li /ul p /p pemspan style="font-weight: 400;"In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute./span/em/p

Department: Student Services FLSA Status (Exempt/Non-exempt): Exempt; Unit A Reports to: Counseling Department Chair In compliance with state and federal laws, Newton Public Schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual's qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute. SUMMARY: The School Guidance Counselor is responsible for meeting the developmental needs of students. The School Guidance Counselor position supports students with many issues, such as social/emotional, substance use/abuse, academic, and post-graduate planning, through the use of counseling, consulting, coordinating, and managing. Qualifications: Master's Degree in school counseling Appropriate DESE license Ability to handle multitude of varying and complex issues Excellent oral and written communication skills Ability to use technology effectively Desired Qualifications Ability to work autonomously and make independent decisions Ability to organize tasks, set priorities and meet deadlines, manage multiple tasks Recognize and understand students' individual interests that may translate into a meaningful academic and post-secondary plan Good judgment and good problem-solving skills Good clinical skills to support substance use/abuse and social/emotional issues Essential Job Duties and Responsibilities (Not Limited To): Provide individual and group counseling support to students. Support students with their academic, social/emotional, substance use/abuse, and post-graduate planning needs. Work collaboratively with counseling colleagues, teachers, deans, and other administrators. Collect, maintain, and present data when applicable. Attend and participate in parent night events as needed. Consult and collaborate with families and outside agencies to support student needs. Facilitate meetings with relevant stakeholders regarding student needs. Participate in professional development to remain current with school counseling practices. Consistent and on-time attendance is required Responsible for implementing “other job related duties” as needed Work Environment & Physical Requirements: Work Environment: Majority of work is performed in an office setting within the school environment, which is primarily confidential. Physical Requirements: While performing the duties of this job, the counselor is frequently required to walk, stand, sit, talk, and hear. The counselor is occasionally required to lift and/or move objects weighing up to 25 pounds. Must have sufficient mobility to navigate within a large school building.

What is The Calculus Project? Learn more here Who Participates in The Calculus Project? Students in grades 8-12. Each cohort contains 30-45 students from each grade across the district. The students identify as Black, Hispanic, Latinx, or low income. Students are demonstrating, or working towards, proficiency in accelerated or honors level math. Students and families were selected to participate in the program based on their work ethic and attitude towards school. Students are expected to believe that if they work hard then they can be successful in challenging mathematics classes. Job Description: The Calculus Project is looking for former students, who participated in the Calculus Project while in high school, to work as teaching assistants during the summer program. Candidates must be responsible, enthusiastic, passionate, creative, flexible, and well organized. Teacher Assistants will be assigned to work with a math teacher in a 8th, 9th, 10th, or 11th grade class Responsibilities may include: Assist the classroom teacher to plan and implement preview lessons Lead activities and lessons within the classroom Support students in class (small break out groups or individual tutoring) Share college experiences with students to help foster their interest in a STEM field Accompany classes on field trips and with activities Mentor students Commitment: Monday-Friday, July 8-26th 9am-2pm. 1 day training session prior to the program in late June or early July. Compensation (*subject to change with notice): 5 hours/day for 15 days $18/hour Approximately $1350 total Mission: The Calculus Project is designed to narrow the achievement gap in mathematics by instilling a mindset that attributes success to hard work and resilience, by promoting collaboration among participating students, and by improving the mathematics problem solving skills of Black, Hispanic, Latino, and low-income students. Our goal is to increase the enrollment of students from these groups in higher-level math classes at Newton high schools by providing the support necessary for success. Students are invited to the Calculus Project based on academic performance and consultation with teachers.