Specialist jobs at Suffolk County Community College

About University of Massachusetts Amherst FoundationEstablished in 2003, the University of Massachusetts Amherst Foundation (UMAF), a private 501(c)(3) nonprofit organization, exists to raise philanthropic funds in support of the University of Massachusetts Amhersts mission and highest aspirations. Located on the Amherst campus and wholly dedicated to supporting the Universitys mission, UMAF is a separately governed nonprofit organization with its own health, wellness, and retirement benefits. UMAF serves the University of Massachusetts Amherst community by serving as a best practices resource for fundraising strategy and implementation. Apply promptly! A high volume of applicants is expected for the role as detailed below, do not wait to send your CV. About the role The Gift & Records Processing Specialist performs essential operational tasks to ensure accurate and timely recording of donor gifts and the maintenance of constituent biographical information within UMAFs constituent relationship management (CRM) system on Salesforce Education Cloud. This position supports UMAFs fundraising, accounting, and donor stewardship functions by processing gifts, managing data uploads, and ensuring the integrity of financial and biographical information.This position functions as part of the Gift and Donor Services team and collaborates closely with colleagues across Advancement Services and Foundation Information Technology teams. Location: This is a full-time hybrid position and is open to employees in select US states: Massachusetts, New York, Connecticut, Rhode Island, and New Hampshire. What you'll do Gift Processing and Data ManagementProcess and record all philanthropic gifts received via cash, check, credit card, EFT, securities, and online giving portals.Verify donor intent, designation coding, and compliance with UMAF policies and IRS regulations.Review, enter, and reconcile pledges, pledge payments, and adjustments, including reversals and write-offs as directed.Generate and distribute donor receipts and pledge statements in accordance with established procedures and schedules.Assist with daily and monthly gift batch reconciliation.Maintain documentation for all transactions to support audit and compliance requirements. Biographical Records and Data IntegrityMaintain and update constituent records in Salesforce, including but not limited to contact information, employment, marital status, degrees, affiliations, activities, awards, special handling, and relationship data.Conduct research and verify biographical updates from trusted external and internal sources.Process change requests submitted by Advancement colleagues and ensure appropriate data validation.Create new constituent records and maintain proper data relationships and affiliations in the CRM.Participate in data quality reviews and assist with standardization of biographical and gift data processes. Salesforce CRM and Data Loader OperationsUse Salesforce data management tools to import, update, or export data related to gifts, pledges, and biographical information.Validate data formatting and troubleshoot integration or mapping errors.Support data migration, testing, and clean-up projects during CRM enhancements and new feature rollouts.Document standard operating procedures for data upload, mapping, and maintenance tasks.Collaborate with the Information Systems and BI teams to improve data integrity across Advancement systems. Collaboration and Customer ServiceProvide professional, courteous customer service to donors, internal colleagues, and campus partners.Respond to inquiries related to gift posting, receipting, and donor records.Serve as a cross-trained backup within the Records & Gift Processing team during periods of high volume or staff absences.Participate in departmental meetings, audits, and data governance initiatives. Other Duties as Assigned (10%) UMAF continues to grow and evolve. The Specialist will assist with additional projects, process improvements, and data initiatives as assigned. QualificationsAssociates degree required; Bachelors degree preferred.Minimum of 23 years of experience in advancement services, gift processing, data management, or accounting.Experience with Salesforce Education Cloud or similar CRM systems.Familiarity with data import/export tools.Understanding of nonprofit gift processing standards and IRS regulations related to charitable contributions.Strong analytical, problem-solving, and data auditing skills.Excellent attention to detail, accuracy, and data confidentiality.Demonstrated ability to work independently and as part of a collaborative team.Clear communication skills, adaptability, and commitment to UMAFs values of service, teamwork, excellence, and accountability.Note: Were passionate about building a diverse team. If your experience is close, but not an exact match, please consider applying. Experience comes in many forms, and skills are transferable. We know that diverse teams make better decisions and deliver better results, which is why were committed to adding new perspectives and encourage everyone to apply. BENEFITS20 vacation days, 12 holidays, 12 sick days, 5 personal days, and 2 office closure days.4-day summer work week.401(k) plan. You contribute 5% and receive a 10% match.Health insurance packages for medical, dental, and vision.16 weeks of paid parental leave to use within 1 year of childbirth. An additional 6 weeks available for the birthing parent. Part-time work for full-time pay for the first 4 weeks post parental leave.Learn more about ourbenefits.Proposed Annual Salary Range: $64,000 - $70,000DIVERSITY, EQUITY AND INCLUSIONAt the UMass Amherst Foundation, we understand the value that diversity, equity, and inclusion bring to our workplace, our constituents, and our community. View our DEI Statement here We welcome and value diversity in all its forms and recognize that a diverse and inclusive team strengthens our work and advances our mission. We recognize that the benefits of a diverse team are fully realized when people of all races, gender identities, ages, ethnicities, cultural heritages and nationalities; educational backgrounds; religious and political beliefs; sexual orientations; abilities; and socioeconomic and veteran status are valued, respected, and included at every level. We will ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. Please contact to request accommodation.OUR VALUESUMAF is committed to building a team with these shared values: Connection Build meaningful relationships rooted in trust, respect, and belonging.Courage Show up with integrity, embrace challenges, and lead through uncertainty. xevrcyc Curiosity Commit to learningfor yourself and othersand create a culture whereeveryone can thrive. Questions regarding the position or anything else related to careers with UMAF may be directed to the People & Culture team at PI4a3605005e29-38

Why Upstate Medical University: SUNY Upstate Medical University, located in Syracuse, NY, is the only academic medical center in Central New York. It is also the region's largest employer with 9,460 employees. The Upstate University Health System serves 1.8 million people, often the most seriously ill and injured, and includes Upstate University Hospital; Upstate University Hospital at Community Campus; Upstate Golisano Children's Hospital, and numerous satellite sites. Affiliated with the State University of New York, Upstate's mission is to improve the health of the community through education, biomedical research and health care. Innovating Healthcare Through Technology Join our Information Management and Technology (IMT) team at Upstate Medical University to contribute to groundbreaking advancements, where technology meets healthcare. Upstate was recently named a 2025 Best Places to Work in IT by Foundry's Computerworld. This award recognizes the top organizations that challenge their IT staff while providing great benefits and compensation. Our team of over 400 forward-thinking professionals thrives on collaboration and innovation. We believe in the power of collective expertise to drive meaningful change. And we're dedicated to pushing the boundaries of what's possible to improve patient care and outcomes. If you are looking for a career path that merges your passion for technology with a purposeful career that has a direct impact on your community, apply to join our Information Management and Technology (IMT) team at Upstate Medical University. Job Summary: Install, troubleshoot and repair PC hardware and software applications. Installations include new devices, departmental moves and migrations from existing computers. Research and resolve hardware and software problems as necessary. Troubleshoot connectivity problems with client devices, network printers, files servers and host systems. Minimum Qualifications: Bachelor's degree and a minimum of one year of experience to include PC support and customer service or equivalent combination of education and experience, plus excellent interpersonal skills required. Preferred Qualifications: Experience working in a healthcare setting preferred. Apply Online: ***************************************************************************************************************************

THIS IS A LONG-TERM SUB POSITION that is expected to start on 11/12/2025 and end on 11/26/2025. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (****************************************** The BTU Specialist will provide support to the students with disabilities enrolled in the ABA Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Specialized Services (OSS). Reports to: Principal(s)/Head of School(s) or OSE Program Director (in certain schools) with support from OSS Responsibilities Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSE Provide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action Plans Collaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators Provide case management and liaison with other schools, district, and community-based providers Participate as members of Service Teams and Evaluation Teams Provide consultation and professional development to colleagues Core Competencies: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP should demonstrate. Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice) Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. Consistently defines high expectations for student learning goals and behavior. Assesses student learning regularly using a variety of assessments to measure growth, and understanding. Effectively analyzes data from assessments, draws conclusions, and shares them appropriately. Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development) Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes. Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge) Builds a productive learning environment where every student participates and is valued as part of the class community. Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students. Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment) Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration) Engages with families and builds collaborative, respectful relationships with them in service of student learning. Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home. Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level. Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Qualifications - Required Board Certification as a Behavior Analyst (BCBA). Holds a Moderate or Severe Disabilities License from the State of Massachusetts. Experience delivering these support services to students with disabilities. Ability to meet the BPS Standards of Effective Practice as outlined above. Qualification - Preferred Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license. Master's Degree in special education or an appropriately related field. Experience in the Boston Public Schools. Experience working in urban public schools. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Group I Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

THIS IS A LONG-TERM SUB POSITION that is expected to start on 11/12/2025 and end on 11/26/2025. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (****************************************** The BTU Specialist will provide support to the students with disabilities enrolled in the ABA Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Specialized Services (OSS). Reports to: Principal(s)/Head of School(s) or OSE Program Director (in certain schools) with support from OSS Responsibilities * Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSE * Provide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action Plans * Collaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators * Provide case management and liaison with other schools, district, and community-based providers * Participate as members of Service Teams and Evaluation Teams * Provide consultation and professional development to colleagues Core Competencies: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP should demonstrate. * Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice) * Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. * Consistently defines high expectations for student learning goals and behavior. * Assesses student learning regularly using a variety of assessments to measure growth, and understanding. * Effectively analyzes data from assessments, draws conclusions, and shares them appropriately. * Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development) * Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. * Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes. * Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge) * Builds a productive learning environment where every student participates and is valued as part of the class community. * Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. * Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students. * Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment) * Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. * Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration) * Engages with families and builds collaborative, respectful relationships with them in service of student learning. * Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home. * Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation) * Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. * Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level. * Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Qualifications - Required * Board Certification as a Behavior Analyst (BCBA). * Holds a Moderate or Severe Disabilities License from the State of Massachusetts. * Experience delivering these support services to students with disabilities. * Ability to meet the BPS Standards of Effective Practice as outlined above. Qualification - Preferred * Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license. * Master's Degree in special education or an appropriately related field. * Experience in the Boston Public Schools. * Experience working in urban public schools. * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Group I Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

The Special Education ABA Specialist is responsible for the implementation of individualized intervention utilizing the principles of Applied Behavior Analysis and discrete trial programs within a classroom setting and/or individually if deemed necessary. He/she will work under the direction and supervision of the Special Education and Student Services Program Director for ABA. The Special Education ABA Specialist will work as a member of a collaborative team and participate in IEP team meetings as needed. Responsibilities: * Accurately implement structured and individualized intervention programs (behavior reduction and skill acquisition) developed by the Program Director for ABA * Follow specific management guidelines for each student * Work as a team member to ensure delivery of high quality intervention across environments * Maintain accurate data collection and graphing for each program * Facilitate structured peer group activities as appropriate * Attend regularly scheduled team meetings for each students program * Attend training opportunities, as assigned by the Program Director for ABA * Promptly and appropriately communicate problems/concerns with the Program Director for ABA or other appropriate administrator * Complete daily documentation of service delivery for each student served * Maintain confidentiality and privacy of all student specific information (as required by HIPPA) * Perform other duties and assignments as requested by the Supervisor, Assistant Director, and/or Executive Director of Special Education and Student Services Qualifications - Required: * High school diploma, or enrollment in a degree-granting program, (or higher) in Special Education, Education, Psychology or a related field * 3-5 years experience working with students with Autism Spectrum Disorder, students with moderate/severe disabilities or related disorders * Demonstrated knowledge and experience in ABA intervention including data collection and report writing * Demonstrated ability to accurately and consistently follow Behavior Support Plans and Curriculum Plan * Effective written and oral communication skills with students, families, teachers and administrators * Proficiency in Microsoft Office Suite including Outlook * Demonstrated growth toward cultural competence Qualifications - Preferred: * Proficiency in Portuguese, Cape Verdean Creole, Vietnamese, Haitian Creole, Chinese or Spanish Terms: BTU, 190 days

Positions Report To: Program Manager Spring Program: * Training: January 26th, 2026 - January 30th, 2026 Compensation: $25/hour FLSA Status: Non-Exempt Who We Are East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children's reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after-school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on track to graduate at eight times the national average of their peers. At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with the goal of racial justice. We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care. For more information about the East Harlem Tutorial Program, please visit us at ************ The Work and Why It Matters The Activity Specialist plays an integral role in the afterschool program's success by fostering a welcoming and engaging community through effective classroom management, social-emotional learning (SEL) competencies, and project based learning. Activity Specialists need to be willing and happy to work with any age range, from Grades K to 12. They will ensure that all students engage in a meaningful and impactful way throughout the summer, working on weekly lessons, and facilitating learning towards an end of term project or performance. Available Locations and Schedules: Note that there may be additional hours for meetings or training sessions as necessary. Individual contract hours may vary. Scholars 1 Afterschool 2050 Second Avenue New York, NY 10029 Monday, Tuesday, Thursday, Friday: 3:15 pm - 6:00 pm; Wednesday 1:30 pm - 6:00 pm Scholars 2 Afterschool 1573 Madison Avenue New York, NY 10029 Monday, Tuesday, Thursday, Friday: 3:15 pm - 6:00 pm; Wednesday 1:30 pm - 6:00 pm Patrick Henry Prep Afterschool 19 E 103rd Street New York, NY 10029 Monday - Friday 2:00 pm - 6:00 pm What Qualifies You Please note that many do not meet 100% of the desired qualifications. If much of this describes you, we encourage you to still apply. * You have at least 2 years of teaching or career experience in one or more of the following content areas: * Performing Arts (dance, theater, music, choir etc) * Fine Arts (painting, sculpture, etc) * Culinary Arts (cooking, baking, nutrition, etc) * Sports (basketball, running, etc) * STEM (coding, robotics, etc) * You have an Associates Degree or have earned at least 60 college credits * You have at least 2 years of experience working with Elementary, Middle, or High School students in an after school or summer camp setting * You have experience working with diverse populations (academic, cultural, and ethnic) * You are committed to continuous improvement and learning through professional development * You are flexible and adaptable to program and student needs, willing to work with any age range from K-12 * You have strong communication skills (both written and verbal) * You have Google and/or Microsoft suite competency (Word, Power Point, Email, etc) * You have at least 1 year experience in creating and implementing lesson plans around an end-of-term project or performance (project-based learning) What Success Looks Like * Embody and effectively model EHTP's core values (Service, Courage, Humility, Originality, Leadership, Achievement, and Reflection) for participants * Arrive on time to your shift daily, in uniform, ready to engage with the participants and activities of the day * Ensure the health, safety, and well-being of participants in the program by providing appropriate supervision at all times, including meal time and on trips * Maintain accurate program documentation such as sign-in/out sheets, attendance documents, and behavior/incident reports * Create and maintain a classroom management system and routines that promote a welcoming, inclusive, safe, and fun learning environment * Create, submit, and implement lesson plans in your assigned content area in a timely manner to usher participants towards a final project or performance * Collaborate with program leadership and operations to ensure that all materials for your classes are secured and well-taken care of * Actively participate in training sessions, designated meetings, and special events * All other duties as assigned Based on your performance and availability, you may have the chance to receive a renewal for the Summer sessions. Overview of the Hiring Process * Application * Phone Interview * Group Activity + Debrief & Group Final Interview * References * Decision Thank you for taking the time to submit an application with the East Harlem Tutorial Program.

Positions Report To: Program Managers Compensation: $25 FLSA Status: Non-Exempt Training: January 26th to January 30th Working Hours: Working hours vary depending on the assigned site location; please review the location hours below. * East Harlem Scholars Elementary Academy / Scholars 1: 2050 2nd Ave, New York, NY 10029 * Mon, Tue, Thu, Fri: 3:15-6:00 pm; Wed: 1:30-6:00 pm * Jackie Robinson Educational Complex / Scholars 2: 1573 Madison Ave, New York, NY 10029 * Mon, Tue, Thu, Fri: 3:15-6:00 pm; Wed: 1:30-6:00 pm * P.S. 171 Patrick Henry: 19 E 103rd St, New York, NY 10029 * Mon-Fri: 2:00-6:00 pm * Training and Staff meetings may fall outside of these hours Who We Are East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children's reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after-school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on track to graduate at eight times the national average of their peers. At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with the goal of racial justice. We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care. For more information about the East Harlem Tutorial Program, please visit us at ************ About the Opportunity We believe that great educational professionals make a difference for our students; without this, a school or program cannot succeed. A Dance Activity Specialist engages students in dynamic lessons encompassing the foundations of dance and mixes styles such as hip hop, ballet, tap, contemporary, and more. They cultivate skills through interactive sessions, encouraging creativity, technique mastery, and a passion for expressive arts. This specialist fosters an inclusive environment where students explore and excel in performing arts through experiential and project-based learning approaches. We are a K-8 program, and while we will consider your preferences for placements, our Activity Specialists need to be willing and happy to work with any age range. This is to ensure that every student engages meaningfully throughout the school year. Additionally, you'll lead weekly activities tailored to each grade level and inspire creativity in every classroom you're assigned to. Ultimately, as an Activity Specialist, you play a critical role in ensuring our scholars grow and have a positive learning experience. What Qualifies You Please note that many do not meet 100% of the desired qualifications. If much of this describes you, we encourage you to still apply. * You have at least 2 years teaching or career experience in Dance/Performing Arts * You have an Associates Degree or have earned at least 60 college credits * You have at least 2 years of experience working with Elementary, Middle, or High School students in an after school or summer camp setting * You have experience working with diverse populations (academic, cultural, and ethnic) * You are committed to continuous improvement and learning through professional development * You are flexible and adaptable to program and student needs, willing to work with any age range from K-12 * You have strong communication skills (both written and verbal) * You have Google and/or Microsoft suite competency (Word, Power Point, Email, etc) * You have at least 1 year experience in creating and implementing lesson plans around an end-of-term project or performance (project-based learning) What Success Looks Like * Embody and effectively model EHTP's core values (Service, Courage, Humility, Originality, Leadership, Achievement, and Reflection) for participants * Arrive on time to your shift daily, in uniform, ready to engage with the participants and activities of the day * Ensure the health, safety, and well-being of participants in the program by providing appropriate supervision at all times, including meal time and on trips * Maintain accurate program documentation such as sign-in/out sheets, attendance documents, and behavior/incident reports * Create and maintain a classroom management system and routines that promote a welcoming, inclusive, safe, and fun learning environment * Create, submit, and implement lesson plans in your assigned content area in a timely manner to usher participants towards a final project or performance * Collaborate with program leadership and operations to ensure that all materials for your classes are secured and well-taken care of * Actively participate in training sessions, designated meetings, and special events * All other duties as assigned Overview of The Hiring Process * Application * Phone Interview * Group Activity + Debrief & Group Final Interview * References * Decision Thank you for taking the time to submit an application with East Harlem Tutorial Program.

The Inclusive Excellence Specialist (Temporary) supports the Office of Diversity & Inclusion with events; campus partnership and relationship management; data analytics/research and reporting; marketing/communications strategy; and administrative tasks. WHAT YOU WILL DO Responsible for coordinating all programming and activities for Inclusive Excellence and the Office of the President as they relate to Diversity, Inclusion & Belonging. This includes coordinating all logistics necessary for programs, events, and activities as well as all evaluations, data collection, communications, and advertising (e.g., The Inclusive Excellence Summit and other flagship programs). Supports and connects core-identity based Employee Resource Groups by cross-functionally sharing events and resources across the campus to increase efforts and engagement. Works in collaboration with the CIEO, campus leadership and others to build relationships and partnerships advancing campus-wide inclusive excellence initiatives. Provides technical coaching, education, and consultation to Chief Inclusive Excellence Officer to insure leveraging of social media, most current applications, etc. to achieve goals and dynamically impact inclusive excellence outcomes. Evaluates and assesses programs through benchmarking, researching models for services, and performing other data-gathering activities for program and service development. Develops comparison analysis of direct and indirect competitors and current research on the market. Compiles, analyzes, and suggests next steps based on internal survey feedback and inclusive excellence data. Develops tracking strategies to monitor and evaluate the impact and ROI of programs; builds dashboards and reports on program effectiveness and makes recommendations for program enhancement and improvement. Works with College Marketing; contributes to the creation of promotional materials and marketing (i.e., social media platforms, campus website, and other marketing materials) to enhance internal and external stakeholder awareness of Babson College as a leader in college inclusive excellence initiatives; develops a multi-media strategy and ensures execution of strategy to highlight achievements and strengthen inclusive excellence branding. Work in partnership with the Communications and Marketing leadership to ensure the communications of key messages and achievements that are align with the broader strategic plan for the College. Represents the Inclusive Excellence Officer at internal and external meetings, and events, documents with meeting notes, and manages related non-managerial issues in their absence as needed. Supports committees and workgroups as appropriate, including the Inclusive Excellence Trustee Committee, the Inclusive Excellence and Belonging Committee, MLK Legacy Day Committee, Juneteenth Committee and external committees as required. Serves as a trusted team member to the Chief Inclusive Excellence Officer. Performs multiple administrative responsibilities as required, (i.e., monitoring shared email, scheduling meetings, calendar management, etc.) Prepares presentations for committees, meetings and conferences. Manages projects from conception to completion. Tracks projects through clear and concise status and time management reports. Assumes additional responsibilities as required. YOUR TEAM WILL INCLUDE Students (as needed) WHAT EDUCATION AND SKILLS YOU WILL NEED Bachelor's degree or related experience. At least 3-5 years of related experience. Must have excellent communication, organizational, and interpersonal skills. Must have strong computer skills including proficiency in Microsoft Office (Word, Excel, Access, PowerPoint). Ability to work with ethnically, culturally, and socially diverse students, staff, faculty, and other constituencies. Previous experience managing projects. Envisions and proposes new methods to perform tasks that support ET&A; takes thoughtful risks; and accepts new and ongoing initiatives, objectives, and solutions to gain sought-after results. Anticipates and embraces change; demonstrates willingness to achieve, acquire, and utilize new skills and challenging tasks; and is flexible in changing conditions. HOW AND WHERE YOU WILL WORK N/A ADDITIONAL SKILLS YOU MAY HAVE Master's Degree preferred This is a non-exempt position with the following pay range: $30.12-33.47 depending on the candidate's experience. This position includes paid sick leave where required by law. Eligibility, accrual, and usage will follow applicable state and local regulations. All questions or concerns about this posting should be directed to the Office of Human Resources at *************.

Who is the Boston Renaissance Charter Public School? The mission of Boston Renaissance Charter Public School is to foster academic, social, and emotional growth while building confidence, character, and citizenship. We achieve this through a whole-child educational approach that emphasizes academic excellence aligned with Massachusetts Curriculum Frameworks and Common Core Standards. Additionally, we prioritize social and emotional well-being, supported by a dedicated team of mental health professionals and comprehensive staff training. What do we believe about our students? At the Boston Renaissance Charter Public School we believe children learn best when they feel loved and connected to caring adults. Education should equip them with knowledge, skills, and personal attributes for success in a changing world. We emphasize inspiring students to dream big and believe no goal is beyond their reach. What do we believe about Diversity Equity and Inclusion? At Boston Renaissance Charter Public School we are dedicated to fostering a diverse, equitable, and inclusive culture. We strive to create an anti-racist environment that educates the whole child while celebrating and respecting all differences. We are committed to continuously auditing systems to address biases and actively working to eliminate inequities, ensuring a welcoming environment for all community members, regardless of background or identity. What do we believe about our staff? At Boston Renaissance Charter Public School we believe highly qualified, student centered and cultural responsive educators are at the center of the work we are doing. Teachers are seen as leaders with a responsibility to be self-reflective learners, constantly improving their practice. We are looking for teachers who: * Prioritize Student Growth: Educators who are committed to fostering academic excellence while supporting students' social and emotional well-being. * Embrace Diversity and Inclusion: Individuals who value and celebrate diversity, creating an inclusive classroom where every student feels respected, valued, and empowered. * Innovate and Inspire: Creative thinkers who use engaging, student-centered teaching strategies to inspire curiosity, critical thinking, and a love for learning. * Collaborate and Lead: Team players who actively collaborate with colleagues, students, and families, and who are ready to take on leadership roles within the school community. * Commit to Continuous Growth: Lifelong learners who reflect on their practice, seek feedback, and are dedicated to professional development and personal growth. Summary: BRCPS is currently seeking a talented, passionate Math Specialist teacher that acts as a resource person by helping teachers develop effective research-based mathematics teaching practices that empower all students to reach personal mastery in mathematics learning. Major Responsibilities: Assess the effectiveness of mathematics instruction as evidenced by student learning Meet and instruct assigned classes in the locations and at the times designated. Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students and employs a variety of instructional techniques and media. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. Guide the learning process toward the achievement of curriculum goals and - in harmony with the goals - establish clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Strive to implement by instruction and action of BRCPS's philosophy of education, instructional goals, and objectives. Assess the accomplishments of students on a regular basis and provides progress reports as required. Maintain accurate, complete, and correct records as required by law, school policy, and administrative regulations. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested. Plan and supervise purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performance. Strive to maintain and improve professional competence. Attend staff meetings and serves on staff committee as required. Morning Duty: Includes active supervision of hallways and classroom. Afternoon Duty: Includes active supervision of dismissal process. Additional duties may be assigned without additional compensation or stipend Qualifications: Bachelor's Degree Required Commitment to ensuring academic success for all students Experience working in an urban setting, preferred Experience working with diverse student populations, preferred Ability to read, interpret, and apply student performance data to instructional planning and execution Required license(s)/MTELs: DESE License: Elementary Math and SEI Endorsement. Or Passing the Massachusetts Tests for Educator Licensure (MTEL), this includes a passing score on the Communication and Literacy Skills test and a passing score on the relevant subject matter knowledge test(s).

Job DescriptionSalary: $19.00 The Southern Queens Parks Association is looking for dynamic individuals to join the team as an Activity Specialists at the P.S. 35Q Nathaniel Woodhull School COMPASS program. The Comprehensive Afterschool System (COMPASS) of NYC program serves young people enrolled in grades K-12. SONYC, which stands for Schools Out NYC, is the COMPASS middle school model that serves as a pathway to success for youth in 6th, 7th and 8th grades. Structured like clubs, the model offers youth choice in how they spend their time; provides rigorous instruction in sports, arts and youth leadership. NYC becomes the classroom through trips and opportunities for instruction beyond the traditional facilities. Programs are offered 5 days per week during the school year. Services are also offered during the summer months. This specific outreach operates under the SQPA umbrella through use of its facilities, programming and thought leaders. ROLE & RESPONSIBILITIES The Activity specialist should have an interest in working with youths. They should show expertise in one or more disciplines or content-specific program activities or subjects such as dance, drama, STEAM, sports (typical and playground games), or other activity or subject that enriches the experiences of children and youth.The Activity Specialist is responsible for creating age-appropriate activities and to also monitor student progress. The Activity Specialist also provides academic support to meet the specific needs of students. The instructor will be responsible for developing lesson plans and implementing activities in accordance with the safety rules and regulations that coincide with departmental rules, regulations, and safety practices. Primary Job Duties: Develop and implement a diverse range of age-appropriate activities, including arts, sports, academic enrichment, and recreational games. Ensure activities align with the programs goals and objectives, focusing on youth development, social-emotional learning, and skill-building. Lead and supervise groups of children during activities, ensuring a safe and inclusive environment. Collaborate with other staff members to plan special events, field trips, and themed programming. Monitor and assess the needs and interests of program participants to adjust activities accordingly. Maintain accurate attendance records and activity logs for program evaluation and reporting. Communicate regularly with parents/guardians to provide updates on their child(ren)'s progress and participation. Assist in the setup, cleanup, and organization of program materials and spaces. Follow all safety protocols and procedures to ensure the well-being of all participants. Attend staff meetings, training sessions, and professional development opportunities as required. Support the programs mission and values by modeling positive behavior and fostering a respectful and inclusive environment. Plan curriculum and develop activity plans in collaboration with the educational specialist orother identified staff. Understands, articulates and utilizes the DYCD core competencies in conjunction with instruction and planning. Participates in program evaluation processes; completes staff satisfaction surveys. Reviews and understands site visit tools. Provide supervision, direction and feedback to program youth, support staff, interns and volunteers. Ability to establish and maintain cooperative working relationships with others. Maintains regular open communication with parents, staff, and direct supervisors; Report any incidents and concerns to the assistant site program director and site program director. Perform other projects assigned at the discretion of the assistant site program director and site program director. COMPENSATION & ADDITIONAL REQUIREMENTS Part-time in-person role that will be paid $19 per hour. Candidates must meet the ability to meet School Age Child Care (SACC) clearance - Paid by org One year of after schoolwork experience, one full summer camp work experience, or two years of related experience preferred Schedule: Approximately 15-20 hours per week Availability between 2:00-6:00 p.m. Monday-Friday during the school year; Summer (July and August) is optional Program operates 13 full days during the Academic Year where 7-8 hours is required those days WHO WE ARE Established in 1976, Southern Queens Park Associations mission is to coordinate and provide comprehensive programs for children, youth, adults, families, and seniors residing in Southern Queens.SQPA finds innovative ways to combine its stewardship of the 54-acre Southern Queens-Roy Wilkins Park with its mission to enhance the quality of life of residents in Southern Queens. SQPA has strategically located service sites throughout Southern Queens and was constituted to actively combat the social issues that challenge or impact the quality of life in the geographic area in and around Jamaica, Queens. SQPA is not a part of the New York City Department of Parks & Recreation but is an anchor institution that serves as an intermediary, facilitator, organizer, advocate, provider, and sanctuary. HOW TO APPLY It is best to apply at the original listing located at ********************************* ... Please complete the application there and include all requested documents.

Activity Specialist / Enrichment Instructor The Arete Enrichment Instructor will lead engaging and safe learning activities for Arete Education in a Middle School ExpandEd Program. We expect excellent performance in the areas listed below: Responsibilities & Expectations Regular attendance for assigned weekly shifts during program Timely arrival to work Completion and regular revisions to curriculum map Daily planning of engaging, high-impact learning activities A commitment to excellence in your work with students as demonstrated by your positive and caring presence with students and families Collaboration with colleagues and supervisors Best practices related to keeping accurate attendance of students Participation in all professional learning opportunities provided Willingness to reflect on strengths and areas for growth to improve individual and team performance Accountability for student engagement in your course(s)/club(s) Friendly and open communication with families Regular communication with supervisors and Areté headquarters staff (email, phone) Flexibility in weekly scheduling to best support needs of students and families in program This position is grant-funded and subject to budget considerations Education and Experience 5+ years experience working with youth Curriculum and lesson plan writing experience Prior internship or work experience working with Arete Education preferred Mandated Reporter and Foundations in Health and Safety online trainings required (7-hours) to begin Department of Education PETS background clearance College diploma, masters preferred Physical Requirements Prolonged periods sitting at a desk and working on a computer. Must be able to lift up to 15 pounds at times. Must be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to support program activities Organization Areté Education is a 501(c)3 not for profit organization that trains and empowers youth to lead successful lives, by partnering with local schools and community groups to grow investment in New York City youth. Areté designs afterschool and summer programming that exposes youth to diverse career pathways; builds academic, wellness, and leadership skills; and expands access to the arts and culture. For more information, please visit ********************** *This position is grant-funded and subject to budget considerations

The Partnership Specialist is responsible for managing a portfolio of strategic partnerships and alliances across industry verticals. The goal of this position is to help Excelsior grow inquiries, enrollments, credit taking, and revenue through established strategic relationships. In this role, the Partnership Specialist promotes Excelsior University as a leader in distance learning to partners and students at a B2B and B2C level facilitating and executing recruitment events, engagements, communication, and marketing initiatives for a designated portfolio of partners. This position requires working frequently with prospective students with the goal of delivering qualified inquiries and assisting students through the admissions pipeline. The Partnership Specialist will also assist the Partnership Development team members with supporting other partners and students outside of their designated portfolio, as necessary. The candidate report to the Director of Partnership Development, work closely with other members of the Strategic Partnerships and Alliances team, interact with other Excelsior University departments and staff members, and be able to work independently and as part of a team to help successfully achieve inquiry, enrollment, credit taking, and revenue goals and objectives. This position requires regional and national travel, including weekends and overnight. Duties and Responsibilities: Assist in coordinating, executing, and supporting the team and university strategic plan, under the oversight of the Director of Partnership Development. Actively seek opportunities to promote Excelsior and engage existing partners through relationship building, site visits, webinars, presentations, and other forms of outreach, engagement, and marketing with the focus of generating inquiries, enrollments, credit taking, and revenue. Identify process refinements and strategies to improve student experience and heighten the level of customer service being delivered to partnership students and/or partners. Identify specific needs of prospective students and triage student issues to appropriate parties. Engage with partner contacts to identify and organize recruiting and engagement events, both face-to-face and virtual, such as education fairs, benefits fairs, transfer fairs, webinars, direct enrollment events, and other prospective student facing engagements. Prepare presentations, webinars, and content for presenting to partner contacts and students on Excelsior University programs, products, and services. Engage with partners and students via social media, newsletters, direct mail, email campaigns and/or other communication vehicles as per Excelsior guidelines and best practices. Generate inquiries that are a good fit for Excelsior. Provide support to students and work collaboratively with Strategic Partnerships and Alliances team members and Excelsior staff, as necessary, to assist students through the admissions and advising pipeline. Upon qualifying the student inquiry, provide unofficial evaluations to partnership students to assist with conversion to enrollment. As an Account Manager, the Partnership Specialist builds and manages relationships with various stakeholders representing designated partners and acts as a point of contact and advocate. Qualifications: Bachelor's degree from a regionally accredited institution. At least one year in a related role such as sales, account management, marketing, admissions, recruiting, or business development. The drive for success in inquiry, enrollment, credit taking, and revenue generation and building successful partnership programs. Project management skills and the ability to manage multiple tasks and priorities effectively. Demonstrate creativity, enthusiasm, and openness to innovation. Ability to master a wide body of knowledge and information. Interpersonal, oral, written communication, and presentation skills. Organizational, analytical, decision making, and problem-solving skills. Ability to review/prepare accurate detailed documents. Proficient computer literacy and willingness to learn new applications, Knowledge of Microsoft Office products required. Knowledge of Salesforce and SharePoint a plus. Preferred Qualifications Willingness to work with multiple, diverse stakeholders across complex organizations and different populations and recognize opportunities for growth. Willingness to establish and maintain relationships with key decision makers and develop a high level of understanding for professional development and workforce needs within key organizations and verticals. Ability to excel working fully remote or hybrid in a professional, private, and quiet workspace managing multiple priorities and meeting deadlines and goals. Self-discipline with proven ability to work independently and with initiative to successfully achieve goals and objectives. Willingness and ability to travel (including nights and weekends). The hiring salary range for this position is $58,500.00 - $60,000.00. The hiring salary range above represents the University's good faith estimate at the time of posting.

Job DescriptionNorth Suffolk is looking for an Addictions Specialist to join our ACCS teams! As an Addictions Specialist / Substance Abuse Specialist, you'll lead the team in working with persons served to understand how substance use and potentially addictive behavior impacts the person's health. Your goal will be to help the team develop a plan to address the level of use and the impact of substance use and addictive behavior and the persons' readiness for change. The Adult Community Clinical Services Program (ACCS) assists adults diagnosed with serious and persistent mental illness who have been referred by the Department of Mental Health. This is a clinical program based on the principles of Psychiatric Rehabilitation, person-centered planning, and the belief that recovery is possible. Persons served may live on their own, in group homes or in North Suffolk owned properties. Each person served works with an Integrated Team that includes licensed clinicians, psychiatrists, nurses, addiction specialists, peer specialists and community support specialists. Salary starts at $67,500 and is based on licensure and experience. What you'll do: Work collaboratively with Recovery Coaches to provide teaching and modeling to the teams on addressing substance use concerns. Provide direct interventions and supports to persons. Refer persons to community treatment and support programs. Provide, as needed, individual, group, and family counseling and psychoeducational services regarding addictions. Practice evidence based practices including SBIRT, Motivational Interviewing, Stages of Change model and Harm Reduction. May provide functions of LPHA in the Integrated Team if person possesses LADC-1 licensure level. Document each person's progress in the confidential record according to established methods and procedures. Carry out the assigned interventions and action steps of the treatment plan, to people on an individual, group, and family basis in the office and in community settings. Teach behavioral symptom-management techniques to alleviate and manage symptoms not reduced by medication and to promote personal growth and development by assisting people to adapt to and cope with internal and external stresses. Provide interventions to assigned persons in GLE settings What You'll Need: Education / Licensure: LADC - I (Licensed Alcohol and Drug Counselor) license preferred. LADC-II, CADC or CADC-II required OR in lieu of certification or licensure, a person with at least 2 years of experience in addictions treatment setting and/or a Certified Recovery Coach that can demonstrate an understand of core competencies in the field may be considered. Experience: Previous experience in the provision of clinical or rehabilitative services to adults with substance use disorders and other addictive behaviors required. Skills: A valid Driver's license. Must be MAP certified and CPR/1st aide certified within the first five months of hire (training provided). How You'll Stand Out: Previous experience in the provision of clinical or rehabilitative services to adults with psychiatric disorders preferred. Previous supervisory experience preferred, but not required. Competitive & Comprehensive Benefits: Paid Time Off - Two weeks' Vacation per year (three weeks after 1 year of service), 12 Sick Days per year, and 11 Paid Holidays per year Eligible employer for the Public Service Loan Forgiveness program Health & Dental Insurance, with generous employer contribution Employer Paid Life Insurance 403 (b) Retirement Plan with employer matching Voluntary Short and Long Term Disability Insurance Medical & Dependent Care Flexible Spending Accounts Access to Credit Union Banking Access to State Tuition Remission Program (Worksite Specific) Employee Referral Bonus Program Discounted Movie Tickets Comprehensive Training Program Internal Advancement Opportunities

Holyoke Public Schools is a PreK-12 public school district serving nearly 5,100 students, of whom 80 percent are Latino/Latina, in 11 schools. We employ nearly 1,300 people who together educate and support a richly diverse community of learners. We are committed to recruiting and retaining top-quality educators who believe all children can and will learn and who strive daily to make school a joyful place of discovery, support, and belonging. Holyoke Public Schools' strategic plan, “Moving Forward Together,” builds on the strengths of our past while serving as a call to action to accelerate student learning by thinking differently about how we teach, how we work together, and how we support students' well being. Our Equity Commitments are pledges we are making to address systemic equity challenges. We intentionally build a community that is anti-racist, inclusive, and culturally responsive. We ensure that students, families, and staff get the support they need to be successful. We seek out and incorporate the voices of those impacted, with a commitment to include those who have been excluded in the past. We promote access and inclusion for all students, staff, and families. We respect, embrace, and honor the diversity of our students, families, staff, and community. We reflect on our own behavior to minimize harm to others. We create a culture of acceptance and empathy so that everyone feels valued and is able to contribute to our community's success. Please visit the Holyoke Public Schools website to learn more about us as well as some of our recent accomplishments. - Spanish: Las Escuelas Públicas de Holyoke son un distrito escolar público de prekínder a 12.° grado que acoge a casi 5100 estudiantes, de los cuales el 80 por ciento son latinos/latinas. Empleamos a casi 1300 personas que, juntas, educan y apoyan a una comunidad de estudiantes muy diversa. Estamos comprometidos a contratar y retener educadores de alta calidad que tengan la certeza de que todos los niños pueden y podrán aprender, y que también se esfuercen diariamente por hacer de la escuela un lugar alegre de descubrimiento, apoyo y pertenencia. El plan estratégico de las Escuelas Públicas de Holyoke , "Avanzando Juntos", toma en cuenta nuestras fortalezas anteriores y al mismo tiempo sirve como un llamado a la acción para acelerar el aprendizaje de los estudiantes a través de una perspectiva diferente sobre cómo enseñamos, cómo trabajamos juntos y cómo apoyamos el bienestar de los estudiantes. Nuestros compromisos de equidad son promesas que hacemos para abordar los desafíos de equidad sistémica. Construimos intencionadamente una comunidad antirracista, inclusiva y culturalmente receptiva. Nos aseguramos de que los estudiantes, las familias y el personal reciban el apoyo que necesitan para tener éxito. Buscamos e incorporamos las voces de los afectados, con el compromiso de incluir a los que han sido excluidos en el pasado. Promovemos el acceso y la inclusión de todos los estudiantes, el personal y las familias. Respetamos, acogemos y honramos la diversidad de nuestros alumnos, familias, personal y comunidad. Reflexionamos sobre nuestro propio comportamiento para minimizar el daño a los demás. Creamos una cultura de aceptación y empatía para que todos se sientan valorados y puedan contribuir al éxito de nuestra comunidad. Por favor, visite el sitio web de las Escuelas Públicas de Holyoke en ********************* para obtener más información sobre nosotros y algunos de nuestros logros recientes. Goal: The primary role of the Autism Specialist/BCBA is to support the development, implementation, and refinement of programmatic and individual social and behavioral supports, using strategies based on principles of applied behavior analysis (ABA). The Autism Specialist/BCBA will function in a consultative role, whose expertise will increase the capacity of all team members to effectively provide least restrictive behaviorally-based supports to students and related professional development and direct training to staff throughout each school day. The following outline of the role and responsibilities is intended to provide a broad overview, but is subject to change according to the needs of the school district, as required by the Director of Intensive Services, Chief of Pupil Services, and Receiver/Superintendent of Schools. Adheres to all ethical guidelines, as outlined by the BACB. Adheres to all state and district designed special education processes and procedures. Creates & implements staff training and development around principles of ABA and related school-based topics during building based and district wide professional development opportunities throughout the school year, as directed by Director of Intensive Services and building principal. Conducts assessments including, but not limited to: Functional Behavioral Assessment/Analysis (FBA/FA), adaptive assessments (ie. Vineland, ABAS-3), social/language/skills-based assessments (ie. ABLLS-R, VB-MAPP, AFLS), home visits, and other related assessments necessary to analyze measurable information to formulate team recommendations and action planning toward overcoming learning barriers and meeting IEP goals and objectives Collaborates with educational teams to create Behavior Support Plans (BSP) and other behaviorally based student support interventions, that are feasible for implementation across all educational settings. Creates and implements structured program/individual staff training on therapeutic staff design/implementation of BSPs and other individualized recommended strategies to ensure: high fidelity of implementation, progress monitoring, and student success and independence. Models applied behavior analytic intervention strategies and data collection techniques for direct service providers, classroom teachers, paraprofessionals, and other school-based stakeholders Monitors data on a scheduled basis, identifies change timelines, shares action steps to staff, and provides real time feedback to staff following observations. Directly assists and supports teams with crisis/safety situations where staff require additional direct support and/or modeling. Supports crisis situations, using least aversive procedures, and works under the guidance of building administration regarding action planning. Provides program/individual staff consultation on development/ implementation of Discrete Trials Training programs and other ABA-based teaching methodologies to promote student learning success. Provides staff consultation on assessment and implementation of social skills instruction. Facilitates action and solution based team consultation meetings with classroom teachers/related service providers/paraprofessional staff, as needed by IEP team members and other stakeholders. Attends all required IEP meetings, when role is assigned to IEP or an evaluation has been requested/completed. Attends all additionally requested meetings with IEP teams, families, and/or community stakeholders Fulfills all written IEP responsibilities, including but not limited to: student strengths and key evaluation summaries, accomodations, methodologies, service delivery grid. Provides consultation to the team on social/behavioral goals/objectives, as needed. Provides consultation to families and community stakeholders, as requested. Schedules and documents provision of services to students, as outlined in individual IEPs Assists in maintaining & updating internal and external Shared Resources (ie. internal G-drive resources, external HPS Autism Resource Webpage) Serves as a member of Child Study Teams (CST), as requested by principal and/or Director of Intensive Services. Performs other duties as requested by the building principal, the Coordinator of Special Education, or the Director of Pupil Services, within the scope of job description. Additional Job Requirements: Board Certified Behavior Analyst (BCBA) & State Licensed Behavior Analysts (LABA) Preferred Experience writing IEP goals and objectives Experience with staff training Working knowledge of the Massachusetts Curriculum Frameworks Effective communication skills with families and community stakeholders Experience working in an urban setting preferred At least 2-4 years of relevant experience preferred Bilingual Preferred Master degree preferred Teaching license preferred, but not required Citizenship, residency or work VISA in United States required

Holyoke Public Schools is a PreK-12 public school district serving nearly 5,100 students, of whom 80 percent are Latino/Latina, in 11 schools. We employ nearly 1,300 people who together educate and support a richly diverse community of learners. We are committed to recruiting and retaining top-quality educators who believe all children can and will learn and who strive daily to make school a joyful place of discovery, support, and belonging. Holyoke Public Schools' strategic plan, "Moving Forward Together," builds on the strengths of our past while serving as a call to action to accelerate student learning by thinking differently about how we teach, how we work together, and how we support students' well being. Our Equity Commitments are pledges we are making to address systemic equity challenges. * We intentionally build a community that is anti-racist, inclusive, and culturally responsive. * We ensure that students, families, and staff get the support they need to be successful. * We seek out and incorporate the voices of those impacted, with a commitment to include those who have been excluded in the past. * We promote access and inclusion for all students, staff, and families. * We respect, embrace, and honor the diversity of our students, families, staff, and community. * We reflect on our own behavior to minimize harm to others. * We create a culture of acceptance and empathy so that everyone feels valued and is able to contribute to our community's success. Please visit the Holyoke Public Schools website to learn more about us as well as some of our recent accomplishments. * Spanish: Las Escuelas Públicas de Holyoke son un distrito escolar público de prekínder a 12.° grado que acoge a casi 5100 estudiantes, de los cuales el 80 por ciento son latinos/latinas. Empleamos a casi 1300 personas que, juntas, educan y apoyan a una comunidad de estudiantes muy diversa. Estamos comprometidos a contratar y retener educadores de alta calidad que tengan la certeza de que todos los niños pueden y podrán aprender, y que también se esfuercen diariamente por hacer de la escuela un lugar alegre de descubrimiento, apoyo y pertenencia. El plan estratégico de las Escuelas Públicas de Holyoke , "Avanzando Juntos", toma en cuenta nuestras fortalezas anteriores y al mismo tiempo sirve como un llamado a la acción para acelerar el aprendizaje de los estudiantes a través de una perspectiva diferente sobre cómo enseñamos, cómo trabajamos juntos y cómo apoyamos el bienestar de los estudiantes. Nuestros compromisos de equidad son promesas que hacemos para abordar los desafíos de equidad sistémica. * Construimos intencionadamente una comunidad antirracista, inclusiva y culturalmente receptiva. * Nos aseguramos de que los estudiantes, las familias y el personal reciban el apoyo que necesitan para tener éxito. * Buscamos e incorporamos las voces de los afectados, con el compromiso de incluir a los que han sido excluidos en el pasado. * Promovemos el acceso y la inclusión de todos los estudiantes, el personal y las familias. * Respetamos, acogemos y honramos la diversidad de nuestros alumnos, familias, personal y comunidad. * Reflexionamos sobre nuestro propio comportamiento para minimizar el daño a los demás. * Creamos una cultura de aceptación y empatía para que todos se sientan valorados y puedan contribuir al éxito de nuestra comunidad. Por favor, visite el sitio web de las Escuelas Públicas de Holyoke en ********************* para obtener más información sobre nosotros y algunos de nuestros logros recientes. Goal: The primary role of the Autism Specialist/BCBA is to support the development, implementation, and refinement of programmatic and individual social and behavioral supports, using strategies based on principles of applied behavior analysis (ABA). The Autism Specialist/BCBA will function in a consultative role, whose expertise will increase the capacity of all team members to effectively provide least restrictive behaviorally-based supports to students and related professional development and direct training to staff throughout each school day. The following outline of the role and responsibilities is intended to provide a broad overview, but is subject to change according to the needs of the school district, as required by the Director of Intensive Services, Chief of Pupil Services, and Receiver/Superintendent of Schools. * Adheres to all ethical guidelines, as outlined by the BACB. Adheres to all state and district designed special education processes and procedures. * Creates & implements staff training and development around principles of ABA and related school-based topics during building based and district wide professional development opportunities throughout the school year, as directed by Director of Intensive Services and building principal. * Conducts assessments including, but not limited to: Functional Behavioral Assessment/Analysis (FBA/FA), adaptive assessments (ie. Vineland, ABAS-3), social/language/skills-based assessments (ie. ABLLS-R, VB-MAPP, AFLS), home visits, and other related assessments necessary to analyze measurable information to formulate team recommendations and action planning toward overcoming learning barriers and meeting IEP goals and objectives * Collaborates with educational teams to create Behavior Support Plans (BSP) and other behaviorally based student support interventions, that are feasible for implementation across all educational settings. * Creates and implements structured program/individual staff training on therapeutic staff design/implementation of BSPs and other individualized recommended strategies to ensure: high fidelity of implementation, progress monitoring, and student success and independence. * Models applied behavior analytic intervention strategies and data collection techniques for direct service providers, classroom teachers, paraprofessionals, and other school-based stakeholders * Monitors data on a scheduled basis, identifies change timelines, shares action steps to staff, and provides real time feedback to staff following observations. * Directly assists and supports teams with crisis/safety situations where staff require additional direct support and/or modeling. Supports crisis situations, using least aversive procedures, and works under the guidance of building administration regarding action planning. * Provides program/individual staff consultation on development/ implementation of Discrete Trials Training programs and other ABA-based teaching methodologies to promote student learning success. * Provides staff consultation on assessment and implementation of social skills instruction. * Facilitates action and solution based team consultation meetings with classroom teachers/related service providers/paraprofessional staff, as needed by IEP team members and other stakeholders. * Attends all required IEP meetings, when role is assigned to IEP or an evaluation has been requested/completed. Attends all additionally requested meetings with IEP teams, families, and/or community stakeholders * Fulfills all written IEP responsibilities, including but not limited to: student strengths and key evaluation summaries, accomodations, methodologies, service delivery grid. Provides consultation to the team on social/behavioral goals/objectives, as needed. * Provides consultation to families and community stakeholders, as requested. * Schedules and documents provision of services to students, as outlined in individual IEPs * Assists in maintaining & updating internal and external Shared Resources (ie. internal G-drive resources, external HPS Autism Resource Webpage) * Serves as a member of Child Study Teams (CST), as requested by principal and/or Director of Intensive Services. * Performs other duties as requested by the building principal, the Coordinator of Special Education, or the Director of Pupil Services, within the scope of job description. Additional Job Requirements: * Board Certified Behavior Analyst (BCBA) & State Licensed Behavior Analysts (LABA) Preferred * Experience writing IEP goals and objectives * Experience with staff training * Working knowledge of the Massachusetts Curriculum Frameworks * Effective communication skills with families and community stakeholders * Experience working in an urban setting preferred * At least 2-4 years of relevant experience preferred * Bilingual Preferred * Master degree preferred * Teaching license preferred, but not required * Citizenship, residency or work VISA in United States required

**WHO WE ARE** As the nation's largest producer of clean, carbon-free energy, Constellation is focused on our purpose: accelerating the transition to a carbon-free future. We have been the leader in clean energy production for more than a decade, and we are cultivating a workplace where our employees can grow, thrive, and contribute. Our culture and employee experience make it clear: We are powered by passion and purpose. Together, we're creating healthier communities and a cleaner planet, and our people are the driving force behind our success. At Constellation, you can build a fulfilling career with opportunities to learn, grow and make an impact. By doing our best work and meeting new challenges, we can accomplish great things and help fight climate change. Join us to lead the clean energy future. **TOTAL REWARDS** Constellation offers a wide range of benefits and rewards to help our employees thrive professionally and personally. We provide competitive compensation and benefits that support both employees and their families, helping them prepare for the future. In addition to highly competitive salaries, we offer a bonus program, 401(k) with company match, employee stock purchase program; comprehensive medical, dental and vision benefits, including a robust wellness program; paid time off for vacation, holidays, and sick days; and much more. **PLEASE NOTE: This position can be filled at either the Business Development Specialist I or II level - please see below for position compensation, details, and requirements.** **BDS I expected salary range** of $55,250 to $65,000, varies based on experience, along with comprehensive benefits package that includes bonus and 401(k). **BDS II expected salary range** of $57,800 to $68,000, varies based on experience, along with comprehensive benefits package that includes bonus and 401(k). **Constellation is seeking candidates who are within a commutable distance of offices in Boston, Baltimore, Houston, Kennett Square, or Chicago for in-person meetings or events.** **BDS I - PRIMARY PURPOSE OF POSITION** The Business Development Specialist I is responsible for owning the accuracy and integrity of customer and account data in Customer Relationship Management (CRM) system and providing technical support to the sales and account management team. This role is also the liaison and point of contact with other functional groups for pre-deal related issues in the sales cycle. **BDS II - PRIMARY PURPOSE OF POSITION** The Business Development Specialist II is responsible for owning the accuracy and integrity of customer and account data in Customer Relationship Management (CRM) system and providing advanced technical support to the sales and account management team. This role is also the liaison and primary point of contact with other functional groups for pre-deal related issues in the sales cycle. **BDS I - PRIMARY DUTIES AND ACCOUNTABILITIES** + Data Entry and Maintenance. Creates opportunities, offers, and various pricing scenarios to support transactions. Owns accuracy and integrity of customer data in Customer Relationship Management (CRM) system. Maintains data accuracy on any changes in customer data (ownership changes for example). Responsible for establishing and maintaining account hierarchy within the system of record; Familiar with non-standard requests. + Utility Knowledge. Provides data and technical support to Business Development Managers and Account Managers with a proficient understanding of regional utility requirements. + Communication. Receives and responds to Request for Proposals (RFP's) primarily by email. Liaison between Sales and other functional groups throughout the data validation process and contract execution. Can coordinate with the pricing and legal teams on non-standard requests as needed. + Process Improvements. Assists with ad hoc requests for process improvements, such as assisting in cleanup projects, new hire training, development of process efficiencies, and system testing. + Travel required as necessary to meet business needs. + In-person attendance for trainings, team meetings, and other moments that matter. **BDS II - PRIMARY DUTIES AND ACCOUNTABILITIES** + Utility, Market, Lead Source, Product Knowledge. Independently determines appropriate delivery point and rate class. Collaborates on appropriate product, and margins when creating opportunities and offers to support transactions. Understands requirements in at least two utilities/iso's and the impact to the customer, channel partner, and organization of selections made during set up and pricing based on utility, market, lead source, and product. Demonstrates strong knowledge of managing non-standard requests and leads coordination with the pricing and legal teams as needed. + Communication External and Internal. Clearly and professionally communicates, in writing and verbally, with external parties (e.g. customers, prospects, and channel partners) and internally with sales, team members and other functions. Interacts directly with prospects, customers, channel partners, sales, and other internal functions to ensure the accuracy and integrity of customer data in Customer Relationship Management (CRM) system. Sends pricing and contracts directly to channel partners and customers + Data Analytics and Management. Evaluates current and historic account information, lead source, market, and product to ensure that we create the best account structure and present the best options. Provides strong data and technical support to Business Development Managers, Account Managers, and external customers with an advanced understanding of regional utility requirements and account structures. Owns and maintains data accuracy in CRM, including any complex changes in customer data (e.g. ownership changes, splits, and name changes). Establishes and maintains account hierarchy within the system of record; creates various pricing scenarios to support transactions. + Process Improvements. Exhibits strong knowledge of systems to advocate for and participate in process improvement efforts. This may include cleanup projects, new hire training, development of process efficiencies and system enhancements, and any required ongoing testing. + Team Lead. Serve as internal resource to team and initial escalation point to resolve challenges throughout the data validation process and work through system sync issues. Liaison between Sales, internal functional groups, and customers/channel partners to ensure open communication and coordination throughout the data validation process and contract execution. + Travel required as necessary to meet business needs. + In-person attendance for trainings, team meetings, and other moments that matter. **MINIMUM REQUIREMENTS** **BDS I - MINIMUM QUALIFICATIONS** + Highly proficient in Word, Excel, PowerPoint, and Outlook + Exceptional written and oral communication skills to function in a team environment and to maintain rapport with employees and customers. + Strong analytical skills, attention to detail, problem-solving, and independent decision-making. + Ability to effectively build and maintain relationships with internal customers + Flexibility on the job and the ability to work under multiple, daily deadlines. + Ability to maintain confidentiality of all information always **BDS II - MINIMUM QUALIFICATIONS** + Highly proficient in Word, Excel, PowerPoint, and Outlook + Exceptional written and oral communication skills to function in a team environment and to maintain rapport with employees and customers. + Strong analytical skills, attention to detail, problem-solving, and independent decision-making. + Ability to effectively build and maintain relationships with internal customers + Flexibility on the job and the ability to work under multiple, daily deadlines. + Ability to maintain confidentiality of all information always **BDS I/II PREFERRED QUALIFICATIONS** + Direct customer service experience + Bachelor's Degree Constellation is proud to be an equal opportunity employer and employees or applicants will receive consideration for employment without regard to: age, color, disability, gender, national origin, race, religion, sexual orientation, gender identity, protected veteran status, or any other classification protected by federal, state, or local law.

Founded in 1953, Hudson Valley Community College (HVCC) located in scenic Upstate NY is a multi-campus College with locations in Troy and Malta New York. HVCC offers more than 80 degree and certificate programs in three schools: Business and Liberal Arts; Health Sciences; and Science, Technology, Engineering and Math (STEM). Hudson Valley is one of 30 community colleges in the State University of New York (SUNY) system and serves nearly 9,000 students each year. The college is a recognized leader in career and transfer preparation, workforce training initiatives, distance learning and service to a diverse population of students. Hudson Valley has an extension center in Malta, NY known as HVCC North and sponsors the Capital District Educational Opportunity Center in Troy, NY. With more than 80,000 alumni and nearly 1,000 employees, the college and is a catalyst for educational opportunity and economic development in the Capital Region of New York State. Hudson Valley seeks experienced, dynamic, capable, creative and caring individuals who would like to join our team and continue to build on decades of successful service to our community. Applications are being accepted for an Advising Specialist on the Non-Teaching Professional staff for SOAR - Office of Student Outreach, Advisement and Retention In order to be considered an applicant for this position you must meet the minimum qualifications as stated in this announcement. HVCC does not support Visas. Applicants must currently hold an unrestricted employment authorization to work in the United States and appointment will be contingent upon completion of a background check. Advising Specialist, Student Outreach, Advisement and Retention HV-NTP-9980 Qualifications for Employment Education, Minimum Requirements: Bachelor's Degree and two (2) years of experience as an academic counselor/advisor at the postsecondary level. Master's Degree and experience preferred. Pertinent Other: Previous experience and/or desire to engage in non-traditional advisement delivery systems (including on-line advisement) preferred. Nature and Scope of Duties The Advising Specialist reports to the Associate Dean of Academic Advisement and Retention or his/or her designee and performs the following duties: • Provides academic advisement to students in all departments as needed including but not limited to via phone, e-mail, web/video-conferencing and in-person. • Acquaints students with general educational requirements, College regulations, services and opportunities. • Assists students as they make decisions related to career, program/major, and selection of courses. • Counsels students regarding the consequences of course withdrawal, insufficient progress, change of major, withdrawal from institution. • Assists students in evaluation or re-evaluation of progress toward established goals and educational plans. • Refers students to other institutional resources and services as appropriate. • Assists with the advisor training program and development of advising resources. • Participates in and provides administrative support for other programs and projects designed to promote student retention. • Evaluates Transfer credit in coordination with appropriate Department Chairperson. • Maintains records and generates reports relevant to the operation and evaluation of programs/projects. • Performs other related duties as assigned and provides additional services that supplement the advising program as needed. Some Evening and Weekend Hours required. This is a 12-month position with a salary of $44,000 with a Bachelor's degree and 2 years of experience as an academic counselor/advisor at the postsecondary level, or $47,000 with a Master's degree. Hudson Valley offers a competitive benefit package which includes low cost health insurance and a generous leave policy. To apply, please visit ***************** and complete the online application before the close date of October 19, 2025. Hudson Valley provides educational access to a diverse community of traditional and non-traditional learners in an environment that fosters lifelong learning and freedom of inquiry and expression. Hudson Valley values equity, inclusion, and dignity for all. Women, minorities, veterans, and individuals with disabilities are encouraged to apply. Bi-lingual applicants strongly encouraged to apply. Hudson Valley Community College is an Affirmative Action/Equal Opportunity Employer

Join our Early Childhood team as a CFCE Specialist and take the lead in providing essential support and engaging, early literacy-rich experiences to families with young children (ages 0-5) in our community. We are looking for a dedicated individual to manage and coordinate aspects of this critical program, ensuring services are delivered effectively and in compliance with professional standards and funding expectations. The work schedule varies and may include evenings and weekends to meet family needs. What you will do You will be the welcoming face and key resource for families, directly providing weekly parent/child drop-in playgroups and specialized early childhood events. Your primary focus will be to strengthen parent-child relationships and foster children's early development and kindergarten readiness skills. This involves: Planning and leading developmentally appropriate activities Integrating early literacy Conduct community outreach Provide families with resources and referrals (including Welcome Baby visits) Support transitions like entering kindergarten Additionally, you will be responsible for program management tasks such as registering new families, collecting required data (including assisting with ASQ screenings), completing monthly reports, and overseeing communications like a newsletter/social media outreach. What we are looking for We are seeking a candidate with an Associate's Degree in Early Childhood Education or a related field (or equivalent experience) and a minimum of two years of experience working with parents and young children. You should possess basic knowledge of child development, family dynamics, and pre/postpartum issues. Essential skills include: Ability to establish rapport with diverse families with empathy Work effectively independently and collaboratively as a team player Utilize computer skills for Google documents, calendars, and spreadsheets. Ability to work a flexible schedule that includes nights and weekends Physically be able to actively lead groups for 1-2 hours, move, sing, interact with children, and lift up to 40 pounds to maintain a safe, engaging environment. If you are passionate about supporting young families and creating a positive, nurturing environment where children can thrive, we would love to hear from you. Apply today to join our team and make a meaningful difference in the lives of parents and their children!

Lynn is a vibrant, seaside urban community located just north of Boston. The city is known for its contemporary public art, historic architecture, thriving downtown cultural district, and abundant public parks, including the scenic Lynn Shore Reservation and the expansive Lynn Woods Reservation. Reflecting the city's international character, Lynn Public Schools is a linguistically and culturally rich community, with 60% of our students speaking two or more languages. Lynn Public Schools proudly serves approximately 17,000 students across 29 school sites within a diverse and dynamic educational landscape. Our district includes: * 1 Early Childhood Center * 17 Elementary Schools * 1 Public Separate Day School * 3 Middle Schools * 2 Comprehensive High Schools * 1 Vocational High School * 1 Early College High School * 1 STEAM Academy (Grades 6-12) * 1 Alternative Education Academy (Grades 9-12) * 1 TOGETHER Educating and Advancing Multi-Disabled Students Academy (PreK-12) The Lynn Public School's Vision and Core Values Drawing upon the strength of our community, our families, our students, and our partners, we commit to fulfilling the intellectual, physical, and social-emotional potential of all our students. We work together so our students learn to thrive, advance, and impact the greater community and the world. LPS is committed to our Core Values: Inclusiveness Shared Responsibility Collaborative Relationships High Expectations Inspiring Life-Long Learning Lynn Public Schools is dedicated to the goal of strengthening an environment and school culture that honors and celebrates diversity and responds effectively to the social-emotional experiences of every student and family. JOB DETAILS The Itinerant Elementary ELD (English Language Development) Specialist position (K-5) is a full-time teaching position that focuses on the English language development of identified English learners and/or Dual Language learners (DLLs) in DL programs in the Lynn Public Schools. The ELD teacher develops lessons using WIDA standards for various proficiency levels focusing on the four +1 domains of language (speaking, reading, writing, listening, and cross-linguistic connections). Elementary ELD teachers will collaborate with SEI/DL teachers to effectively support social/academic language development. ELD teachers will use WIDA standards, scaffolds to support language development, and data to develop and reflect on lessons to adequately support students at various proficiency levels. The majority of Itinerant Elementary ELD teachers are assigned to a single building. There are a small number of Itinerant ELD positions that may support two buildings based on EL enrollment. QUALIFICATIONS: * Valid license from the Massachusetts Department of Elementary and Secondary * Education in ESL PreK-6 * SEI Endorsement as applicable * Additional content area licensure is encouraged * Licensure requirements and validity are subject to change at the discretion of DESE * Bachelor's Degree required * Master's Degree preferred * An understanding of the concepts of institutional and structural racism, and bias, and their impact on underserved and underrepresented communities PERFORMANCE RESPONSIBILITIES: * Use WIDA standards and district ELD curriculum maps to plan and implement lessons with clear language objectives * Provide required ELD services to identified ELs/DLLs and maintain an up-to-date schedule of services in Ellevation (or other designated software) * Develop and implement differentiated ELD lessons, incorporating research-based instructional practices for different learning styles and various proficiency levels. * Provide appropriate and effective learning experiences for students from a wide range of socio-economic levels and cultural backgrounds. * Utilize data (ACCESS, formative assessments, etc.) and appropriate data systems to monitor English language development and identify any students who meet exit criteria * Assist in the administration of the ACCESS for ELLs 2.0 assessment * Use technology to support student learning in and out of the classroom * Participate in Student Study Team meetings for identified ELs/FELs/DLLs * Assesses the progress of students on a regular basis via report cards and/or progress reports, as required. * Plans and implements lessons based on district and school objectives and the needs and abilities of students to whom assigned; and to use instructional technology appropriately and works with students to facilitate their use of instructional technology. * Collaborates with colleagues, students, and or families on a regular basis. * Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedures to ensure a productive learning environment. * Other duties as assigned by principal/supervisor TERMS OF EMPLOYMENT: * As negotiated with Lynn School Committee and Lynn Teachers Union. * 180 days per year * Teacher Salary Estimator BENEFITS: The City of Lynn offers comprehensive and competitive health and dental benefits; Harvard Pilgrim PPO/HMO, Altus Dental High/Low, and Vision. Life Insurance, Flexible Spending Plan (FSA) as well as Short Term Disability and Long Term Disability are available on a voluntary basis. An offer of employment is contingent upon successful completion of a pre-employment physical, including a drug test, National fingerprint-based Criminal Background Check (NCBC), and Criminal Offender Record Information (CORI). All MUST be completed PRIOR to the start of employment. Non-Discrimination Policy It is the policy of the Lynn Public Schools not to unlawfully discriminate or tolerate discrimination in the administration of its educational and employment policies, or in its programs and activities, on the basis of sex, sexual orientation, gender identity, gender expression, marital status, familial status, pregnancy (including nursing or pregnancy conditions), parental leave, race*, color, national origin, creed/religion, ethnicity, ancestry, age, genetic information, active military/veteran status, mental or physical disability, special need, proficiency in the English language or academic achievement, homelessness, public assistance status, or any other characteristic protected by any federal, state or local laws or regulations, including Title VI and VII of Civil Rights Act of 1964, Title IX of the 1972 Amendments to the Civil Rights Act, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination in Employment Act, and M.G.L. Ch. 76:5, M.G.L., Ch.151, if and as applicable. Race when referenced in any policy of the Lynn Public Schools, whether or not specified, shall include traits historically associated with race, including, but not limited to, hair texture, hair type, hair length and protective hairstyles.