Somerville Public Schools jobs in Somerville, MA - 81 jobs

Job Goal: Under the direct supervision of the School Principal and/or Assistant Principal, the Intermittent Lunch Attendant will provide supervision to students, assistance to students and staff in the cafeteria as appropriate. Intermittent Lunch Attendants report to the School Principal and Assistant Principal of the assigned school. All lunch attendants will take direction from the Food Service Director, Assistant Director or designee. All Intermittent Lunch Attendants work on an as needed basis and may be needed for one day, one week or one month. The need for an Intermittent Lunch Attendant will vary from day-to-day and week-to-week and, as such, we cannot guarantee work each day. Responsibilities: •Assure student safety during lunch period, recess time, and during any other school activity both indoors and outdoors; lunch attendants must split up and circulate among the students to effectively monitor students and the lunch/ recess environment. •At all times be attentive and vigilant of student safety; continually monitoring for unsafe actions by children as well as unsafe conditions around, near or visible to children. •During recess, assigned lunch attendants will wash/organize tables and ensure that students form and maintain an orderly line to receive their lunch. •Guide children to assist in cleaning their area as appropriate. •Assist students with Recycling and Composting in the lunchroom. •Assist in the distribution of lunch materials as needed. •Proactively assist younger students and students with more dependability with opening milk cartons, condiments or any packaged items. •Practice sanitary precautions at all times. This would include washing hands before starting work and wearing gloves when serving food or assisting children during lunch. •Follow posted rotation schedule, for every lunch at assigned school, to ensure supervision of students at all times, both indoors and outdoors. •Ensure that students transition safely from lunch to recess, (i.e.: students should not run to recess). •Responsible for students being prepared to transition safely from recess to classroom; being escorted by teacher to their appropriate classroom. •Report any problems, concerns, emergencies, or incidents of student safety either in the cafeteria or in the school yard to the cafeteria supervisor or Principal or Assistant Principal before concluding work shift. (Refer to problem/Incident protocol procedure attached). •Exhibit respect and courtesy to all students and staff. •Milk case must be cleaned on a daily basis. •Keep in stock all condiments, napkins and plastic-ware during meal periods. All condiments and plastic-ware must also be replenished at the end of the shift for the following day. •Other duties as assigned. Qualifications: •Ability to serve as a role model for students and promote the use of good manners. Training / Professional Development: • Participate in all Food Service Department sponsored training programs. Position Reports to: Director and Assistant Director of Food Services or designee The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

The Social Emotional Learning (SEL) Classroom Teacher leads the integration of evidence-based SEL practices in alignment with the CASEL Framework, MYCAP (My Career Advancement Plan), and PBIS (Positive Behavioral Interventions and Supports) initiatives. This educator supports students' development in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making while fostering academic achievement, college/career readiness, and positive behavior. Through direct instruction, collaboration, and coaching, the SEL Specialist helps establish a supportive, inclusive school culture that meets the needs of all learners. Key Responsibilities: * Instruction & Curriculum Integration: * Design and deliver direct SEL instruction aligned with the five CASEL competencies and incorporate SEL into daily academic instruction. * Integrate SEL goals with MYCAP planning, helping students develop the personal and career readiness skills necessary for postsecondary success. * Use restorative, trauma-informed, and culturally responsive practices to strengthen students' resilience and engagement. * Support implementation of PBIS Tier 1 strategies to promote school-wide positive behavior expectations and create a safe, nurturing environment. * Student Support & Interventions: * Identify students needing targeted SEL interventions based on SEL assessments, behavioral data (PBIS), and MYCAP benchmarks. * Facilitate small groups or individualized SEL sessions that address specific student needs in emotional regulation, career planning, goal setting, and conflict resolution. * Collaborate with counseling staff and PBIS teams to implement interventions aligned with the Multi-Tiered Systems of Support (MTSS) model. * Collaboration & Professional Development: * Serve as a leader and resource for staff in the integration of CASEL, MYCAP, and PBIS frameworks into classroom practices. * Plan and deliver professional development to staff on SEL integration, trauma-informed practices, restorative strategies, MYCAP goal-setting, and PBIS systems. * Engage families and community partners to support SEL, career planning, and positive behavior reinforcement at home and in the broader community. * Assessment, Reporting, and Data Use: * Collect and analyze SEL, MYCAP, and PBIS data to monitor student growth and program effectiveness. * Use observational tools, student self-assessments, and SEL screeners aligned with the CASEL framework to monitor student progress.(Wayfinder) * Maintain accurate, confidential records of student progress on SEL competencies, behavior plans, and MYCAP goals. * Use data to inform continuous improvement of SEL, career readiness, and behavioral supports school-wide. Qualifications: * Skills: * Deep understanding of the CASEL competencies and their application to academic and life success. * Knowledge of PBIS frameworks and Tiered Intervention supports (MTSS). * Familiarity with MYCAP planning processes and career readiness frameworks. * Strong communication, coaching, and collaboration skills with both youth and adults. * Skilled in trauma-informed care, culturally responsive practices, and restorative approaches. * Therapeutic Crisis Intervention for Schools training preferred * Highly organized, data-driven, flexible, and culturally responsive. Salary: Salary for this position will be based on the Everett Teachers Association Collective Bargaining Agreement. SY 25-26 - Pay Range - $63,280-$121,994. The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Spanish Speaking Family Liaison DEFINITION: The Family Liaison will support in ensuring that schools in Everett Public Schools are safe and welcoming for all students and families and actively engage them in student learning and school improvement. Families and communities are integral partners in the educational and life success of our students. Family Liaisons will work in tandem with central administration and school staff to create a welcoming environment that values parents/guardians as full partners in the education and development of their children. The Liaison will serve as a bridge between school and home in ways that build trusting relationships and foster understanding using culturally and linguistically sustaining practices. The Family Liaison will play a key role in building the capacity of educators and families to collaborate around student success and in connecting students and families to opportunities and resources. ESSENTIAL DUTIES AND RESPONSIBILITIES: * Promotes family and student engagement within the EPS and greater Everett school community to improve student achievement. * Conducts preliminary/annual assessment of family engagement structures and activities that exist in the district. * Creates and implements school climate surveys, school engagement plans, parent and guardian focus groups, and other tools and indicators to assess EPS family engagement. * Responds to concerns/issues raised by parents/guardians with empathy while using culturally and linguistically sustaining practices, and effectively follows through to resolution. * Develops strategies for building the capacity of parents to become more effective advocates for themselves and their children. * Develops families' understanding and ability to navigate the EPS system including building the capacity of parents/guardians regarding school registration, conducting residency checks, educational rights of their students, and educational access. * Connects students and their families to internal school supports and/or outside agencies and community based organizations for the purpose of ensuring the needs of students and families are met. * Ensures consistent, effective, timely, and accessible communication with families in a variety of ways including the home languages of families. * Organizes and facilitates family engagement events, workshops and programs in an effort to empower our EPS parents/guardians to support them to be the best advocates for their children. Some examples may include supporting families with understanding school policies, providing assistance with remote learning, providing technology programs for parents/guardians, and learning about the curriculum. * Provides coordination and technical assistance to ensure that parent involvement requirements are met; compiles materials and creates files to document compliance. * Provides translation and interpretation assistance for matters related to the Individualized Education Plan process for students with disabilities. * Participates in regular professional development as directed by the district to improve skills and gain knowledge about family engagement research and best practice. * Provides direct support with outreach efforts at schools and builds the capacity of the school to engage families in a culturally appropriate and meaningful way. * Performs any other duties and assumes other responsibilities as may be assigned by the Superintendent and Deputy Superintendent. WORKING TIME: The Parent Liaison position is a 12 month, full time position. Applicants for this position must commit to work a flexible schedule including early mornings, evenings and weekends based on school, family and district needs. REQUIRED QUALIFICATIONS: * At least 2-3 years of experience working with diverse families and in an urban setting and knowledge of their needs. * Excellent verbal and written communication skills * Deep knowledge of the functions and resources of community organizations and social service agencies providing services to families and children in Everett. * Proficient verbal and written communication skills in the home language of the families of the desired school. * Ability to take independent initiative, while committing to collaboration. * Ability to work a flexible schedule including early mornings, evenings and weekends based on school, family and district needs. * Ability to employ tact, diplomacy, and sound judgment in dealing with sensitive issues and challenging situations using culturally and linguistically sustaining practices. * Strong organizational skills. * Proficient in the Microsoft Office suite. * Ability to leverage (and when needed learn) technology and software applications to create reports, maintain records and provide data. * Ability to create and maintain strong community collaborations. * Some experience in developing and/or leading interactive workshops and training. * Willingness to learn and apply new skills and content. * Demonstrated cultural proficiency and ability to lead others in conversations of race and culture. * Deep knowledge and understanding of, and demonstrated ability to connect with the ethnic background of students and families served. SALARY : The pay range for this position is $48,000-$70,000 annually. The final salary within this range will be determined by the candidate's level of experience, education, and specific qualifications for the role. PREFERRED QUALIFICATIONS: * Familiarity with the Everett Public Schools. * Certification in translation and/or interpretation. * EPS respects linguistic diversity and believes that candidates who speak another language bring value to the district culture and diversity. The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Somerville Public Schools is seeking in-person interpreters on a part-time, as-needed basis for the 2025-2026 school year. This position supports communication between SPS staff and families whose primary language is Spanish, Portuguese, or Arabic. This is a contracted, non-bargaining, non-benefit position, based on the interpretation needs of Somerville Public Schools (SPS). Work is intermittent and scheduled upon request. About Somerville Public Schools: Somerville Public Schools is committed to equity, inclusion, and academic excellence for every student. We strive to build an inclusive learning environment that reflects the diversity of our city and empowers every student to thrive. SPS values a workforce that is diverse in background, thought, and experience. We believe that fostering a culturally responsive and linguistically diverse team strengthens our schools and enhances outcomes for all students. We are dedicated to recruiting and retaining staff who are committed to serving our multilingual and multicultural community, and who bring perspectives from historically underrepresented groups in education. Job Goal: Facilitate communication between Somerville Public Schools' parents/guardians and school staff through interpretation services. This role is essential in bridging language and cultural barriers to ensure families are fully able to participate in their children's education. Requirements: * Native proficiency in Spanish, Portuguese or Arabic. * High proficiency in English. * Strong verbal communication and interpersonal skills. * Experience as an interpreter and/or in educational settings is preferred. * Candidates with a background that prepares them to serve diverse communities and who understand the experiences of families traditionally underrepresented in education are strongly encouraged to apply. Essent Duties & Responsibilities: * Successfully complete short training in coordination with SPS Multilingual Services Office * Provide interpretation for school meetings and events district-wide. * Facilitate/interpret communication between Spanish, Arabic or Portuguese-speaking parents/guardians and SPS staff. * Provide cultural and linguistic assistance to support effective communication. * Maintain confidentiality and professionalism in all interactions. Physical Working Conditions: While performing the duties of this job, the interpreter may be required to: * Move about school buildings and/or remain in a stationary position for extended periods. * Use standard office equipment (computer, printer, copier). * Read from computer monitors and printed materials. * Reasonable accommodations will be made for individuals with disabilities. Terms of Employment: * Yearly Appointment * Non-bargaining, non-benefit position. * Work is assigned based on the interpreting needs of SPS and scheduled as needed. * Rate of Pay: $30.00 per hour for consecutive interpretation; $60.00 per hour for simultaneous interpretation. Evaluation: Performance will be evaluated by the Coordinator of the Multilingual Services Office and feedback from SPS staff across schools and departments. Position Reports to: Coordinator of the Multilingual Services Office, Somerville Public Schools. The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.

Job Goal: Somerville Community Schools Program provides after school and out of school time care in Somerville Public Schools. We operate after school programs from dismissal until 5:30 pm including early release days: full day programs during school vacation weeks and the summer. It is our mission to provide high quality, affordable after school care to students the opportunity to develop and grown in a comfortable, safe and enriching environment. Responsibilities * Work under the supervision of the Lead Teacher/Enrichment or Assistant Teacher/Assistant Enrichment Teacher. * Assist in leading small and large group activities * Assist in maintaining a relaxed, supportive atmosphere in the classroom * Assist in maintaining classroom environment including daily set up and clean up * Other duties as assigned Requirements: * Current Somerville High School Student Reports to: Director(s) of Community Educatiion The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Job Goal: The Technology Specialist/ Trainer is responsible for providing instruction, training, and resources in order to facilitate the use of technology in the classroom to increase student use and knowledge about technology. More specifically, the Technology Specialist/ Trainer serves the purpose/s of integrating technology to enhance the learning environment; installing and maintaining computer hardware and software; overseeing classroom server configurations; providing technical support to site administrators, staff and students; and resolving school site operational issues. In addition, the Technology Specialist/ Trainer will provide technology - related courses and professional development to district staff as directed by the Director of Technology. Minimum Qualifications: * Minimum of an Associate's Degree in Computer Technology or Information Systems supplemented with specialized computer courses and 3 to 5 years of experience; or any equivalent combination of training and experience which provides the required skills, knowledge, and abilities; * Valid Massachusetts Driver's License; * Demonstrated ability to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: utilizing diagnostic and application software; adhering to safety practices; and maintaining accurate records. * Demonstrated ability to perform basic math, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and solve practical problems. * Demonstrated knowledge of: multiplatform personal computers and peripheral equipment; appropriate system security; associated peripheral equipment; server configurations; and troubleshooting methodologies. * Demonstrated ability to work with a wide diversity of individuals and adapting to changing work priorities; * Demonstrate ability to train an audience in formal and informal settings on technology related topics. Physical Requirements: * Position requires ability to operate a variety of equipment including computer hardware and software, office equipment, etc. * Must be physically able to operate motor vehicles. Must be able to exert up to 30 pounds of force occasionally, and/or a negligible amount of force constantly to move objects. * Must be able to operate hand tools and a ladder to install certain equipment. Responsibilities: * Assess malfunctions of computer and network hardware, software applications or electronic equipment for the purpose of identifying repair and replacement needs. * Assist the Technology Department in managing and maintaining network equipment for the purpose of maintaining overall site operations. * Assist users via remote connection for the purpose of troubleshooting and/or resolving workstation issues. * Confer with Technology Department to configure classroom servers, peripheral and shared devices (e.g. printers, multimedia components, scanners, etc.) for the purpose of ensuring operational use of computer applications. * Install computer hardware, peripherals, and application software for the purpose of maintaining overall site operations (classrooms, library, theaters, computer labs, etc.). * Maintain computers, peripherals, and electronic equipment (e.g. television systems, projectors, video cameras/recorders, electronic controllers, theater systems, etc.) for the purpose of maintaining equipment in a safe and functional operating condition. * Maintain manual and electronic documents, files and records (e.g. preventive maintenance, purchases, inspections, repair logs, etc.) for the purpose of documenting activities, conveying information and/or providing an up-to-date reference and audit trail. * Maintain user accounts on classroom servers (e.g. authorization, access, passwords, etc.) for the purpose of regulating access to files and folders. * Perform basic network troubleshooting for the purpose of maintaining critical site operations. * Prepare status reports, user guides and related materials for the purpose of documenting activities and providing written reference. * Recommend hardware and software acquisitions, with approval of Technology Department (e.g. assessing needs, justifying purchases, etc.) for the purpose of ensuring availability of required technology. * Respond to a variety of questions from site staff, parents and students for the purpose of providing information, guidance or referral. * Support classroom activities for technology related classes (e.g. Applied Technology, Performing Arts, Library Media Center and Telecommunications, etc.) for the purpose of providing information regarding procedures, processes and safety. * Train school site staff on a variety of software applications and hardware operations (e.g. email, student grading, word processing, spread sheet applications, etc.) for the purpose of providing ongoing support and maximizing the capabilities of assigned staff. * Assist other personnel as may be required for the purpose of contributing to the efficiency and effectiveness of the work unit. * Attend school site and Technology Department meetings for the purpose of providing and/or gathering information relating to job functions. * All other related duties as assigned by the Director of Technology: Position Reports to: Director of Technology The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

The Director of Student Services is an executive-level position that provides districtwide leadership to ensure that every student has equitable access to safe, supportive, and effective pathways for academic, behavioral, and social-emotional success. Serving as the district's chief student-support officer, the Director oversees all systems, programs, and personnel that contribute to students' physical safety, emotional well-being, and civil rights protections. This includes direct responsibility for student safety initiatives, crisis-response services, MTSS implementation, Section 504 compliance, restorative practices, behavioral and discipline systems, the coordination of clinical and counseling services, mental health, bullying prevention, social-emotional learning, and alternative education pathways. The Director serves as the district's primary liaison to law enforcement, the fire department, and community agencies, working collaboratively with district leadership to ensure coordinated supports for students. A strong equity mindset-centered on closing opportunity gaps, supporting diverse learners, and strengthening inclusive practices-is foundational to this position. Essential Functions & Responsibilities: The responsibilities listed below reflect the primary duties of the position; the omission of specific statements of duties does not exclude them from the role. Additional responsibilities that are similar, related, or a logical assignment to the position may be assigned as needed to meet program, legal, or operational needs. * Provide districtwide leadership for student physical and emotional safety, including crisis response, emergency protocols, and collaboration with law enforcement and community partners; * Oversee building safety systems, such as fire drills, lockdown procedures, and door security, in partnership with Facilities, Transportation, and Safety Coordinator and the City of Somerville personnel; * In collaboration with the Assistant Superintendent for Academics and the Director of Special Education, lead the implementation and continuous improvement of Multi-Tiered Systems of Support (MTSS) across academic, behavioral, and social-emotional domains to align student-support strategies with instructional goals; * Coordinate and support weekly Student Support Team (SST) meetings across schools, ensuring alignment with district MTSS structures, consistent protocols, and effective progress monitoring; * Provide districtwide leadership for student attendance systems, including chronic absenteeism reduction and coordination of the district's Dropout Prevention Program and DESE SIMS reporting; * Oversee Section 504 evaluation, accommodation, and documentation processes to ensure legal compliance and consistent practices; * Coordinate therapeutic supports with outside agencies and vendors and their contracts; * Direct the development and implementation of social-emotional learning (SEL) curriculum, programming, and staff professional learning; * Provide leadership for districtwide behavioral and discipline systems, ensuring consistent procedures, restorative practices, and equitable outcomes; * Conduct quality assurance reviews of all documentation related to formal hearings, investigations, and compliance processes to ensure accuracy, consistency, and legal compliance; * Oversee bullying prevention, discriminatory harassment response, and all student conduct processes; * Lead the Social Emotional and Behavioral Crisis Team and ensure effective response systems for students experiencing emotional or behavioral crises; * Oversee and contribute to the development of alternative education pathways, programs, and other nontraditional learning opportunities; * Communicate effectively with families, staff, and community partners while maintaining appropriate confidentiality of student information when needed; * Respond to and resolve escalated parent complaints, ensuring timely communication, accurate documentation, and equitable resolution; * Develop and facilitate districtwide professional development on mandated student-safety and civil-rights topics, including bullying prevention, harassment, 51A reporting, Child Find, Chapter 222, Section 504, SEL, de-escalation, safety drills, cyber-safety, and vaping prevention; * Supervise district counseling and mental-health services, including supporting school and district administrators who directly supervise counselor educators, school counselors, school adjustment counselors, social workers, deans of students, and attendance supervisors; * Supervise and support Student Services personnel, including the Assistant Director, Facilities, Transportation, and Safety Coordinator, School Health Services Director, SHS School Counseling Department Chair, Mediation staff, and related teams; * Serve as the district's appellate authority for all student discipline cases under M.G.L. 37H, 37H½, 37H¾, and ensure full compliance with Chapter 222, including documentation, hearings, and parent communication; * Serve as the District liaison to the City Health and Human Services Department, Staff and Clinical support; * Serve as the District liaison to the MA Department of Children and Families (DCF); * Serve as the District liaison to the Somerville Fire Department; * Ensure districtwide compliance with federal, state, and district policies related to student safety, civil rights, accommodations, and student support systems; * Performs other duties consistent with the scope and responsibility of the position as assigned. Knowledge, Abilities, & Skills: * Deep knowledge of student services, counseling, mental health, and social-emotional development * Strong understanding of Section 504, civil rights requirements, and student discipline laws * Knowledge of Multi-Tiered Systems of Supports (MTSS) frameworks, Positive Behavioral Intervention Systems (PBIS), restorative practices, and alternative education pathways * Knowledge of various software systems including Microsoft Office, Google Suite, and Aspen/X2 * Ability to supervise diverse teams and manage complex student-support systems * Ability to use data to diagnose needs, monitor progress, and drive continuous improvement across attendance, MTSS, SEL, behavioral, and safety systems * Ability to communicate in multiple languages preferred * Skills in leading crisis response, safety planning, and emergency procedures * Demonstrated skill in implementing complex initiatives, managing multi-step program rollouts, and ensuring fidelity to district goals and expectations * Strong project-management and organizational skills, including the ability to coordinate multiple priorities, timelines, and stakeholders * Commitment to advancing equity, inclusivity, and student-centered practices 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 position's essential functions. Physical Strength Requirements: Moderate - lift, carry, push, or pull 20-50 lbs Posture & Movement Requirements: Frequent standing and walking; ability to respond quickly to crisis activity Sensory Requirements: Ability to perceive written information (near vision); Ability to perceive distant objects or hazards (far vision); Ability to hear and understand verbal instructions; Ability to speak clearly Qualifications & Requirements * Massachusetts administrator licensure in one or more of the following required: * Supervisor/Director, Principal/Assistant Principal, or equivalent * Massachusetts licensure in one or more of the following preferred: * School Counselor * School Adjustment Counselor/Social Worker * School Psychologist * Minimum of 5 years of experience in a leadership role required * Clinical experience working with students and families in an urban setting preferred Position Details: Location: Central Office/District-Wide Department: Student Services Union Affiliation: Non-Union Terms of Employment: Work Year: Full-Year (260 Days) - Start Date: 7/1/2026 Work Hours: 8 hours/day FLSA Status: Exempt Benefits Status: Eligible Salary: Starting at $160,000 per year, commensurate with experience Pre-Employment Requirements: * MA Criminal Offender Record Information (CORI) Clearance * Fingerprints Reporting Relationships: Position Reports to: Superintendent of Schools Position Supervises: Assistant Director of Student Services; Director of School Health; Supervisor of Social Workers; Department Chair for School Counseling at Somerville High School; Facilities, Transportation, and Safety Coordinator; Substance Abuse Specialists; Supervisors of Attendance; Mediation Department The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the bases of race, color, age, religion, disability, preganancy, home status, martital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.

School Psychologist - Everett Public Schools School Psychologists support students' learning, social development, and mental and behavioral health by implementing assessments, utilizing problem-solving and data-based decision-making to determine the needs of the students, and recommending evidenced- based interventions. School psychologists collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for all students. The essential duties or responsibilities listed below are intended only as illustrations of the various types of work that may be performed. School psychologists provide a comprehensive range of services as described in the current standards from the National Association of School Psychologists. The school psychologist is part of the school's Student Support Services Team. Required Education/Experience: ? Qualified applicants will have completed an accredited graduate degree program at the specialist-level (e.g., Ed.S., M.A. + CAGS; M.A. + CAS; M.S./M.A.) or higher requiring a minimum of 60 graduate semester hours of study and a 1200 hour supervised internship in School Psychology, with a minimum of 600 hours in a school setting. ? Qualified applicants will hold or be eligible to obtain a valid School Psychologist license/certificate issued by the Massachusetts Department of Elementary and Secondary Education School Psychologist, all levels ? School psychologists who hold the National Certification in School Psychology (NCSP) in addition to the required state certification/licensure are encouraged to apply. Preferred Education/Experience: ? 3 or more years of experience ? Experience working in an urban public school setting ? Coursework in literacy instruction and/or Applied Linguistics ? Experience working with students with disabilities and multilingual learners preferred. ? Proficiency in reading, writing, and speaking in another language in addition to English. Essential Duties: ? Utilize varied models and methods of assessment and data collection for identifying strengths and needs of individual students and the broader school community, developing effective services and programs, and measuring progress and outcomes. ? Consult and collaborate with colleagues, students, families, and other stakeholders to promote the effective implementation of services. ? Use assessment and data collection methods to implement and evaluate services that support cognitive and academic skills. ? Use assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental and behavioral health, including but not limited to behavioral supports, individual and group counseling, and social skills training. ? Develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others (e.g., positive behavior interventions and supports) (currently do not). ? Promote services that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. ? Implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies to enhance children & academic and social-behavioral outcomes. ? Provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery. ? Evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels. ? Provide services consistent with ethical, legal, and professional standards. ? Engage in responsive ethical and professional decision-making. ? Collaborate with other professionals. ? Apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. ? Perform any other duties and assume other responsibilities as may be assigned by the Director of Special Education, Superintendent of Schools, and Assistant Superintendents. Salary: Salary for this position will be based on the Everett Teachers Association Collective Bargaining Agreement. SY 25-26 - Pay Range - $63,280-$121,994. Everett Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Job Goal: To assist the Library Media Specialist or Technology staff in operating an effective library-media center at a Somerville public elementary school. Qualifications: * Ability to work as a member of the library and school based team * Good people skills * Good organizational skills * Effective student management skills * Excellent technology skills * One year of post high school education preferred * Prior library experience preferred Responsibilities: * Managing the Circulation database * Assisting students with the use of laptops and computers * Maintaining organization of print and non-print materials and resources * Maintaining a positive customer service attitude in the library-media center * Preparing materials for circulation * Maintaining adequate records regarding use of materials and resources * Processing purchase orders and receiving new materials and resources * Maintaining an accurate inventory * Maintaining technology equipment * Attending any training as specified by Administration * Assisting the Library Media Specialist and Building Principal as directed * All other duties as assigned Terms of Employment: * Part Time / Up to 19 hours per week * Monday - Friday 11:45 - 3:15 * Schedule School Year * Schedule to be coordinated with K-12 Library Media Supervisor Position Reports to: Building Principal and the K-12 Library Media Supervisor The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

General Description: The Somerville Community Schools Program provides After School and Out of School Time Care in the Somerville Public Schools. We operate After School programs from dismissal until end of program including early release days; full day programs during school vacation weeks and during summer. It is our mission to provide high quality, affordable, Out of School Time Care to Somerville children in grades Pre-K through 8. Educational Qualifications: * Bachelor's in Child Development, Early Childhood Education, Elementary Education, Child Guidance, Human Services, Nursing, Psychology, Physical Education, Recreation, Child Psychology, the Arts, Social Work, Sociology, or Child Care; and have six months of experience working with school-age children * Associate's degree and 3 months of experience working with school-age children in a supervised childcare setting or have credits towards an Associate's and relevant experience and nine months of experience with school age children including three months in a supervised childcare setting. Additional Qualifications: * Experience actively participating with project based curriculum. * Ability to set clear limits and supervise school age students. * Experience working with children and families from diverse cultural, socioeconomic backgrounds and abilities. * Ability work with students with special educational or emotional needs. Physical Requirements: (July through June): * During a typical workday, incumbent will perform functions that will be necessary to have a strong overall level of strength and physical ability. * The incumbent will be expected to exert an extensive and frequent level of talking, seeing, hearing, walking, and swimming. * The incumbent will be expected to exert a moderate level of standing, sitting, walking, swimming, lifting, carrying, pushing/ pulling, bending, climbing and kneeling. * The essential functions of this position are performed indoors as well as outdoors. Teaching: * Lead small and large group activities. * Supervise and interact with children. * Discipline children in accordance with SCAP policy. * Maintain classroom environment including set up and maintenance of supplies. * Follow program procedures to safeguard the health and safety of the children. * Ability to cooperatively team teach. * Build positive relationship with families. * Other duties as assigned. Programming: * Research, plan and implement daily curriculum, to promote social, emotional, physical and cognitive development in accordance to Somerville Public School curriculum * Purchase materials and supplies in accordance with SCAP procedures * Serve and record nutritious snacks daily * Submit daily lesson plans two weeks in advance to Administration * Other duties as assigned Staff Supervision: * Orient substitutes and new staff as necessary * Attend weekly team meetings * Communicate regularly with Administration * Attend monthly meetings and a least 10 hrs. of in-service workshops * Participate in parent meetings and events * Other duties as assigned Summer Months Responsibilities (Months of July - August): The following outline is not all-inclusive but is meant to give a general sense of the position during the summer. Pre-Camp Session: * Attend initial camp orientation, trainings, and assist with camp set up * Orientation of students to your group * Explain daily schedules, clubs and field trips during Group Meeting Time * Maintain updated schedule of events * Review camp rules, regulations and expectations (including proper storage of camp belongings) * Set expectations for maintenance of all camp supplies and materials * Other duties as assigned Daily Responsibilities: * Supervision of campers during breakfast, lunch and post camp blocks * Supervise campers during bus / van rides * Ensure group arrives on time to scheduled activities * Assist Specialists in clubs; model and participate in recreation and other group activities * Participate in daily counselor/staff meetings for planning * Resolve, or seek assistance for, behavior management issues * Plan and implement activities when necessary if a club is cancelled Terms of Employment: * Full Year Schedule (Sept - June) * In accordance with the SCS UAW Collective Bargaining Agreement * Up to 25 hours per week * Benefits Eligible Reports to: OST Director(s) The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Job Goal: The 25-26 Part-Time Spanish HSE Reading/Writing AM Teacher will be primarily responsible for raising the reading and writing levels of a class of approximately 15-20 adult students. Students range in age and previous education; Spanish is the primary language of our students. Most students are working towards earning a high school equivalency credential. To this end, The AM Spanish HSE RW teacher is responsible for teaching a range of writing, science and social studies topics. Experience teaching literacy in the content areas is preferred, it is essential that the RW teacher has had training in and successful experience teaching explicit reading and writing skills/strategies. The RW teacher will work with the Program Administrator to plan the curriculum. The instructor must keep attendance records, document student progress, and assist with other DESE-related activities. Minimum Qualifications: * Bachelor's Degree; Masters in ESOL or adult literacy preferred. * Minimum of 3 years ELL classroom teaching experience - at least one complete year teaching adult immigrants * Demonstrated knowledge of a variety of learner-centered teaching approaches and effective integrated skills activities * Massachusetts Teacher Certification a plus * MAPT certification is preferred but not required for this position * Bilingual Educator - Spanish Responsibilities: * Prepare lesson plans and choose appropriate materials, following the ABE Department's Curriculum Guidelines and MA DESE College and Career Readiness Standards, and submit one lesson plan per week * Attend and participate in department meetings and appropriate in-service workshops. * Evaluate student progress and make placement recommendations as required by department policy/procedures. * Complete attendance and assessment-related activities as required by the Department of Elementary and Secondary Education (DESE). * Work effectively with other teachers, counselor(s), and the program administrator on student and program issues. * Follow department policy/procedures regarding substitutes and substitute lesson plans. * Integrate technology into instruction. Physical Demands, Work Environment, Application Requirements: * Completion of an extensive application packet, including copies of social security card and government issued identification * Completion of C.O.R.I form * Completion of the National Fingerprint-based background check in accordance with M.G.L. c. 71, §38G * Job requires computer use Terms of Employment: * Part Time * 2 mornings per week * 6 Instruction hours / 1.5 Prep hours per week * Union position Salary: Salary and benefits in accordance with the collective bargaining agreement. (If applicable, please attach school transcripts with application) Reports to: Director of Continuing Education or Designee The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.

Job Goal: Under the direction of the Student Services and Special Education Departments, the Registered Behavior Technician (RBT) will work as part of the district's Social Emotional Behavior Crisis Team to students PreK through Grades 12 with social, emotional, and behavioral difficulties. Data collection on student progress as well as behavioral support is also an extremely important aspect of this role. RBT's will receive support and direction from a Board Certified Behavior Analyst and the district social worker. Qualifications: * Bachelor-level coursework in the field of education or a related area. * Complete 40 hours of training, pass the RBT Competency Assessment and pass the RBT examination. * Experience supporting students using strategies for differentiated instruction. * Strong interpersonal, communication, and organizational skills. * Commitment to educational equity, diversity and inclusion * Understanding of child development and social-emotional needs * Ability to collaborate with a diverse group of stakeholders General Duties: Duties as a RBT will vary depending on the particular assignment. It is possible to be working with one student or a group of students in general education or a substantially separate setting. Responsibilities: * Data Collection as instructed. * Behavioral support per student plans. * To supervise, nurture, and support students. * Facilitate classroom activities in support of student's social/emotional and behavioral learning needs. * Ensure inclusion services and accommodations are consistently provided to students per their needs. * Implement and collect data for designated behavior support plans. * Communication with SEB Crisis Team regarding student progress. * Implementing instructional and behavioral programs as designed by the BCBA * Using ABA procedures to conduct and amend student programs and record appropriate data in pull-out and inclusion settings. This includes, but is not limited to, discrete trials, social stories, and social skills training * Modeling ABA techniques and provide support for other staff as requested by the Behavior Specialist * Conducting data collection at all stages of skill acquisition Terms of Employment: * Yearly Appointment (August 2025-June 2026) * Scheduled School Year (184 days) * 8:00am-3:00pm * Non Union Position Reports to: Director of Special Education and/or designee The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.

Job Description - Payroll & Benefits Specialist Under the supervision of the Payroll Supervisor, this pivotal role ensures accurate, confidential, and timely payroll processing for all staff while administering comprehensive employee benefits, including medical, dental, vision, Flexible Spending Accounts(FSA), and 403(b) plans, serving as a key technical resource for employee inquiries and ensuring compliance with all state, local, federal, wage, tax, and regulatory requirements in a public school setting. Essential Duties and Responsibilities: * Payroll processing & compliance, prepare and process weekly payroll, providing backup support for bi-weekly/monthly cycles, and managing calculations for stipends, extracurricular activities, and longevity payments in accordance with the Collective Bargaining Agreement(CBA) labor contracts. * Maintain confidential employee payroll records, files, and documentation, including timesheets, direct deposits, enrollment, and tax forms, conducting regular quality control audits for data integrity. * Reconcile payroll, resolve any discrepancies, and process adjustments, pay increases, transfers, leaves (FMLA/PPL), and handle manual check requests through City Hall for terminations and missed payments as needed. * Review new hire onboarding files for quality control assurance against Payroll/HRIS system(Harpers Payroll Forward). * Research and analyze payroll inquiries and process wage calculations when necessary. * Benefits Administration, distributes all benefits enrollment materials and determines eligibility, tracks all employee benefits (medical, dental, vision, FSA, 403b), including status changes. * Perform routine audits of wages and benefits, ensuring adherence to the district's policies and regulations. * Assists with the annual open enrollment and new hire orientations. * Primary point of contact for employee benefits questions, claims, and plan interpretation. Frequently communicate with City Hall benefits specialists to ensure accurate enrollment into the benefits portals. * Coordinate with HR and City Retirement on retirement benefit-related matters. * Maintain specific records for longevity, salaries, and contract-related compensation. * System management, utilize and maintain HRIS/Payroll systems, assisting with updates, implementations, and process improvements to increase efficiency. * Performs other duties as assigned. Minimum Qualifications: * Extensive knowledge of payroll processing and employee benefits administration and compliance with FLSA, ACA, state, and federal laws. * Excellent verbal and written communication skills. * Excellent organizational skills and attention to detail. * Proficient with Microsoft Office Suite or related software. * Proficient with or the ability to quickly learn payroll software. * Ability to work successfully and collaboratively in a deadline-based environment. * Ability to maintain confidentiality and data integrity. Qualifications Preferred: * Experience utilizing Harpers Payroll. * Experience processing school district payroll and benefits. Education, Training, and Experience: * Bachelor's degree in accounting and/or human resources or related field of study. * Two years of experience in payroll preferred. * Demonstrated knowledge of school district structure. * Demonstrated knowledge of Harpers Payroll and Aspen. * Demonstrated proficiency in Google Workspace/Microsoft Office. Reports To: Payroll Supervisor, Payroll Terms of Employment: Twelve-month work year. Salary: This is an exempt non-union position. Salary is commensurate with experience and education. Salary Range: $65,000-$80,000. The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

The Literacy Interventionist is a master teacher of phonics, fluency, and reading comprehension. This position will administer and interpret Literacy assessments with grade-level teacher teams to determine adequate progress and to identify students in need of Tier 2 or Tier 3 Literacy Intervention. The Literacy Interventionist will deliver focused, sequential, and systematic Literacy instruction using research-based materials aligned with the Common Core State Standards and the district Tier 1 curriculum. This individual must establish and communicate clear objectives for all learning, use relevant technology to support instruction, and collaborate with classroom teachers to monitor and encourage individual student progress, review data to make instructional decisions to address student weaknesses, and provide Literacy Intervention in a variety of settings and modalities for grade levels determined by the Building Principal. REQUIREMENTS: * Valid Massachusetts teacher certification, Reading All Levels, preferred * Minimum of 5 years teaching experience in a K-8 classroom * Knowledge of Common Core Frameworks * Possess a deep understanding of literacy theory for instruction and best practices. * Knowledge of the Wilson Reading Program with documented past training or certification. Others willing to attend Wilson Reading Program training may be considered for the role. PREFERRED EXPERIENCE: * Master's Degree in Reading Instruction/Literacy Dual Licensure in Special Education and/or English as a Second Language * Experience working in an urban public school setting * Experience with multiple literacy curricula with English Learners and Students with Disabilities * Foreign Language Proficiency. SALARY: Salary for this position will be based on the Everett Teachers Association Collective Bargaining Agreement. SY 25-26 - Pay Range - $63,280-$121,994. WORKING TIME: The length of the workday will be 7:45 AM - 2:45 PM. ESSENTIAL DUTIES: * Provide targeted, systematic, and responsive small group literacy instruction. * Monitor and encourage individual student progress by communicating student performance and learning needs to school leaders and teacher teams. * Deliver instruction from using a range of products determined by district initiatives, including: Fundations, Heggerty Bridge to Reading, Orton Gillingham, Wilson, Wilson Just Words. * Interpret DIBELS and i-Ready diagnostic results and benchmarks to drive instruction. * Develop weekly lessons to meet and identify the individual needs of the students requiring intervention services. * Collaborate with building leaders to use diagnostics to create and adjust criteria for literacy intervention groups to identify students in need of supplemental or intensive instruction. * Collaborate with grade-level teams on curriculum, lessons, and assessments to ensure consistency for students' Literacy instruction. * Attend data meetings and support the analysis of schoolwide data. * Collaborate and co-plan with Special Education and ESL teachers to provide the highest quality instruction and support for Special Education Students and English Learners. * Proctor assessments for students in grades K-8 on exams, including MCAS and ACCESS. * Communicate regularly with student families using culturally responsive strategies that promote two-way conversations. * Employ a strong growth mindset and participate in professional development that is relevant to the challenges of urban education to close opportunity gaps. * Collaborate with guidance counselors to refer students who require social-emotional support. * Collaborate with Special Education leadership and teacher colleagues to review IEPs and ensure all accommodations are correctly and consistently delivered. * Contribute to school-wide initiatives and events assigned by the Principal and Assistant Principal. * Be self-motivated and efficient. * Contribute to school-wide initiatives and events assigned by the Principal and Assistant Principal. The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Mission Statement: Everett Athletics strives to educate and inspire student athletes to be the BEST version of themselves! Responsibilities: As a middle school coach you are directly responsible to the Principal and the Director of Athletics. The coach of an individual sport must realize that any activity sponsored by EPS Athletics is part of the total program offered by EPS. Individuals in charge of such activities must utilize sound educational principles and goals if athletics are to be a worthwhile part of the overall school program. Some of the duties of the coach shall include: DUTIES * Coach individual participants in the skills necessary for excellent achievement in the sport involved. * Proper communication with principal, athletic director, and parents. * Responsible for determining the athlete's academic eligibility. * Oversees the safety conditions of the facility of the area in which the assigned sport is always played when students are present. * Be present at each practice session and at all contests of the sport coached. This includes supervision, always, of the gym/field and locker room areas until the area is secured before and after practices and contests and bus trips. * Enforce discipline and always encourage sportsmanship like behavior. These standards are those set down by the Principal and Athletic Department by EPS. * Performs all other duties as the principal and or athletic director may deem to be in the best interest of the sport, pupil, and school. QUALIFICATIONS * Previous flag football coaching experience is desirable. * Knowledge of flag football and its rules, and ability to instruct players in all facets of the sport. * Evidence of ability to get along with pupils, parents, colleagues, and other citizens. * CPR Certification The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Job Goal: The Somerville Community Schools Program provides After School and Out of School Time Care in the Somerville Public Schools. We operate After School programs from school dismissal until 5:30 pm including early release days; full day programs during school vacation weeks and during summer. It is our mission to provide high quality, affordable, Out of School Time Care to Somerville children in grades Pre-K through 8. The person selected for this position will be under the direct supervision of the Student Services Coordinator for Community Schools program of Somerville Public Schools. The therapeutic specialist will be responsible for providing an appropriately safe, caring and enriching environment for the children enrolled in the Community School After-School program. Responsibilities: •Communicate with youth in a therapeutic manner to facilitate emotional expression, self-awareness, self-esteem and social skill development •Plans and leads social-emotional activities to facilitate healthy expression and communication •Helps youth enhance their social skills, build healthy peer relationships, and better communication with their peers •Provide modifications and/or accommodations (i.e. academic or behavioral support) to students with higher needs as designed by qualified Special Education staff according to individual IEP goals, to special education students in both inclusive and separate class settings •Provide supervision and support to special education students in non-instructional settings as assigned by coordinators and administrators. •Maintain daily communication with the student services coordinator, site coordinator, parents, and program staff. •Attend to crisis situations that may arise during After-School hours Qualifications: •Hold a minimum of a Bachelor's Degree Clinical Psychology, Social Work, Counseling, or related field; preferably currently pursuing Master's degree in related field •Experience working with children and families with emotional and behavioral challenges, including those affected by trauma and from multi-cultural backgrounds Terms of Employment: Maximum 3 hours per day Up to 15 hours per week Monday-Friday Flex hours between school day and afterschool with primary services hours from 2:35pm-5:30pm $24-27 per hour Position Reports to: Director and Assistant Director of Out of School Time The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

is temporary through 6/12/26 Job Goal: The teacher in the Somerville Public Schools maintains the safety, care, and wellbeing of the students that they are charged with. They have an understanding of child and youth development and provide opportunities for learning and social and emotional development following the standards, scope, and sequence of grade level and content areas. The teacher in SPS holds high expectations for every student and strives to know each student's unique learning strengths and needs. The teacher uses differentiated instruction strategies to ensure equitable and meaningful access to the curriculum and learning for all students. Qualifications: * Appropriate Department of Elementary and Secondary Educator's license in the field or subject for this position * DESE SEI endorsement Required * Bilingual Educator Preferred Responsibilities: The teacher is responsible for the classroom and/or specific learning environment including planning, preparation, and organization of materials for delivery of the curriculum. The teacher collaborates with other educators and communicates on an ongoing basis with all adults who share responsibility for their students' learning. The teacher establishes a relationship with the parents and caregivers of their students and maintains two-way communication about progress in learning and social development. * Plans units and lessons and delivers instruction aligned to State standards and district curriculum. * Provides ongoing formative and summative assessments and analyzes assessment data in order to determine learning needs of students. * Adapts curriculum and instruction to teach all students according to their varied learning strengths and needs. * Establishes and maintains culturally responsive and two-way communication with parents, guardians, and caregivers. * Collaborates with other educators for the delivery of specialized instruction and/or social and emotional support according to students' needs. * Follows the guidance and direction of the School Principal and other school and district administrators to maintain a safe, welcoming, culturally affirming, and equitable learning environment. * Participates in professional growth opportunities, reflects on current practices, and incorporates new methodologies into instructional planning and delivery. * Additional duties as assigned by the Principal/Supervisor and in accordance with the SEU Collective Bargaining Agreement. Terms of Employment: * Temporary Appointment * School Year Schedule * Salary: Compensation is according to the Unit A Salary Schedule commensurate with their degree and years of experience as a teacher. * Educatoro will report to SHS for .40 FTE and to AFAS for .20 FTE Position Reports to: School Principal and Director of Special Education The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.

Job Goal: Proctors are responsible for distributing exam materials, following exam instructions, closely monitoring exams to ensure all protocol is followed. Proctors should be organized, comfortable speaking in front of students, comfortable with technology, and have strong attention to detail. Training will be required and may occur in person or virtually. Requirements: * Minimum Requirement: High School Diploma or equivalent GED * Individuals may not be employed, either part-time or full-time, by a test preparation company, and may not engage in any coaching activities related to the content of secure College Board assessments. Responsibilities: The Standardized Test Proctor can expect to assist with a variety of standardized tests at Somerville High School, including but not limited to: PSAT, SAT, AP, ACCESS, and MCAS. * Attend proctor training (time/date of training dependent on exam date, individual trainings can be arranged according to proctors' schedules). Monitor exam security. * Proctor exams according to the official instructions including: distributing exams, reading instructions, monitoring students, collecting and counting exams, keeping exam materials secure until returning them to the SHS staff person responsible for the exam. * For digital exams, proctors will need to assist students in logging into the testing platform and monitoring student progress digitally. * Proctors may also be asked to monitor hallways and provide breaks to room proctors during testing. * Contact SHS staff coordinating the exam immediately for any concerns during the exam. * Other responsibilities as assigned by the test coordinator. Terms of Employment: * Yearly Appointment - (August 2025 - June 2026) * Intermittent Position and assignments will be based on the needs of the students at Somerville High School * Proctors can expect to hear from SPS staff throughout the year when there is an upcoming standardized test. Proctors can then provide their availability and will be scheduled accordingly. Position Reports to: Principal of Somerville High School or designee The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Job Goal: The Somerville Public Schools' Somerville Center for Adult Learning Experiences (SCALE) is seeking a part-time Teacher to teach ELL Level 4 morning class. The teacher will facilitate a contextualized, competency-based approach to teaching and encourage adult learners to be active participants in their own learning. The teacher will collaborate with other program staff to ensure adult learners are equipped with skills needed to succeed in the workplace and in educational setting. The part-time ELL Level 4 morning teacher is responsible for preparing engaging, active, learner-centered lessons for adult students at low intermediate to advanced levels of English proficiency. The ELL teacher will work to ensure that students are receiving standards-based and evidence-based instruction that is student-centered, and includes appropriate supports and necessary accommodations. Instruction focuses on the four domains of English language: reading, writing, speaking and listening, according to the curricular guidelines of the program. Technology is integrated to enhance instruction and to strengthen students' digital literacy in preparation for college and/or workplace demands. Teachers follow the SCALE ELL curriculum to provide a rigorous and meaningful educational experience to meet program objectives and student goals. Responsibilities: * Create and implement student-centered lessons which focus on the vocabulary, pronunciation, and authentic conversation skills necessary for on-the-job success. * Ensure that delivered lessons align with the ELL Department's Curriculum Guidelines and the MA DESE English Language Proficiency Standards. * Translate class objectives, student learning outcomes, and class materials into learning activities that are appropriate for students' ELL levels and engage students to promote learning. * Commit to updating and modifying materials and lessons regularly to maintain relevance and efficacy, and work with other teachers to share and develop resources. * Guide students in the acquisition of English and help students to understand the target culture, while affirming learners' own cultural and linguistic backgrounds. * Help students identify and set personal goals, and work with students to ensure that they are making sufficient progress toward achieving those goals. * Implement useful diagnostic and progress assessment measures to evaluate student progress and make placement recommendations as required by department policy/procedures. * Perform administrative tasks such as taking attendance, administering and grading assessments, communicating regularly with students about their progress in compliance with the Department of Elementary and Secondary Education (DESE) ACLS. * Attend and participate in department meetings, appropriate in-service workshops, and take advantage of professional development opportunities for continued improvement in ELL instruction and teaching strategies. * Collaborate with education and career advisors on career/college readiness/workforce preparation instruction. * Work collaboratively with and encourage collaboration between team members to ensure performance goals are met. * Follow department policy/procedures regarding the delivery of instruction, progress monitoring and placement, substitutes and substitute lesson plans, and operating procedures. * Participate in school and community events, such as seminars, field trips, community forums, and end of the year ceremonies, including graduation. * Integrate technology into instruction. * Engage in continual professional development. * Adhere to rules of student's confidentiality. * Complete other duties as assigned. Key Competencies: Knowledge: * Familiarity with the field of Adult Basic Education and ELL * Sound understanding of adult learning theory * Solid knowledge base of ELL instruction including the four domains of language * Strong foundation in second language acquisition and linguistics * Demonstrated proficiency using digital literacy tools * Knowledge of Massachusetts' DESE-ACLS program guidelines, performance indicators & benchmarks, English Language Proficiency Standards (ELPS) Professional Abilities: * Professionalism in all areas of practice and all interactions with students and staff * Commitment to the mission of SCALE * Proven history of successful collaboration * Flexible & adaptable * Possess and model high standards for self and student work * Set rigorous goals focused on instruction, assessment, and professional learning * Solutions-based approach to dealing with identified needs, problems and or conflict * Willingness to take initiative and succeed in a fast-paced classroom/school environment while remaining calm and focused when faced with unexpected challenges * Commitment to embrace the ideals of diversity and inclusiveness Terms of Employment: * Part Time / Grant Funded * August 2025-June 2026 * 3 mornings per week * 9 Instructional hours per week * 2 prep hours per week * Location: SCALE Department * Teaching responsibilities begin immediately and continue through the end of our second instructional cycle in May or June. (Please note that the actual end date will be determined after snow days or other cancellations.) Salary: Salary and benefits in accordance with the collective bargaining agreement. (If applicable, please attach school transcripts with application) Reports to: Director of Continuing Education or Designee The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.