Specialist jobs at Suffolk County Community College - 271 jobs

North Suffolk is looking for Awake Overnight Counselors to join our team! Overnight Residential Counselors are members of a team responsible for providing high quality direct care services to adults with developmental disabilities. As a nonprofit organization, we believe that every individual deserves the opportunity to reach their full potential. We are looking for both entry level and experienced individuals to work as Awake Overnights in our residential homes. The right candidates will be responsible for providing care and assistance to Individuals with intellectual and developmental disabilities. If you have experience working with developmentally disabled adults, or are willing to learn, we encourage you to apply. Full and part time positions available in Chelsea, Winthrop, Revere, Waltham, West Roxbury, Hyde Park and Saugus. Please indicate preference for location and shift. Salary: $20 per hour $2.00/hour differential for high intensity programs What you'll do: Be awake and available to persons during overnight shift until persons have left residential program, or until the morning staff person arrives. Perform security checks on an hourly basis to ensure safety of individuals and facility. Document each person's progress in the confidential record. Perform tasks on the cleaning checklist and all duties based on individual's needs and schedule. Write daily notes at end of shift if needed, noting any incidents and maintain regular communication with other team members. Complete medication counts. What you'll need: Education: High School diploma or GED required. Bachelor's degree in any related field preferred. Experience: Zero to six years related experience (depending on DSP level) providing child care/elder care/direct support to developmentally disabled persons or previous experience supporting individuals in a mental health/special education or other human services setting is required. Skills: Must have valid Massachusetts Driver's license. Must be or able to become MAP certified CPR/First Aid certified within five months of hire (training provided). Competitive & Comprehensive Benefits Paid Time Off - Two weeks' vacation per year (three weeks' after 1 year of service), 12 sick says 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

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.

We are looking for technically skilled candidates that can identify and troubleshoot hardware and software issues. Taking ownership of issues reported and seeing problems through to resolution. Researching, diagnosing, troubleshooting and identifying solutions to resolve system issues. Following standard procedures for proper escalation of unresolved issues to the appropriate internal teams, helping to maintain system functionality. Need the ability to resolve users problems and provide timely feedback to end users via email, over the phone or in person, support the roll-out of new applications, among other duties. Be willing to help out where needed and talk to users directly, as well as have good written communication. Improve existing programs by evaluating objectives and specifications, reviewing proposed changes and making recommendations. Please note that this not a remote position. Technical Support Responsibilities: Identifying hardware and software solutions. Assessing Issues and multiple was of troubleshooting. Diagnosing and repairing hardware / software errors. Understanding basic network functions. Installing and configuring Windows, Office and applications. Good communication skills to understand user problems quickly. Proficient with helpdesk systems - entering and closing support tickets. Technical tools through windows and 3rd party. Replacing or repairing necessary parts. Supporting the roll-out of new applications and computers. Organization skills and technical documentation. Managing multiple tasks/tickets at one time. Testing and evaluating new technologies. Qualifications Technical Support Requirements: Current or prior experience in tech support, desktop support, or a similar role. Technical certificate or working towards certifications in IT Proficiency in Windows OS and Office Applications Experience with remote desktop applications and help desk software. Attention to detail and good problem-solving skills. Excellent interpersonal skills. Good written and verbal communication.

As an Associate Specialist - Sales, you will be responsible for coordinating activities and resources to support the Sales organization and business objectives. You will work with assigned Outside Sales Representatives, Inside Sales and support functions, suppliers, centers of excellence (COE) and Marketing to ensure the workload balance of the outside sales team. **Responsibilities:** + Supports the sales process by working with various internal departments to coordinate selling opportunities for assigned Outside Sales Representatives. + Schedules sales calls and deploys Field Technical Specialists (i.e. lighting, gear, automation, MRO specialists). + Follows-up with sales representatives and technical specialists after customer visits, updating the Customer Relationship Management (CRM) database and providing follow-up communication to internal and external customers. + Provides sales team with data reports as needed. + Provides pricing support to management and outside sales. + Interacts with Inside Sales, suppliers, centers of excellence, and customers to ensure timely and accurate execution of projects. + Participates in regularly scheduled meetings to measure progress of set objectives. + Provides general administrative support to outside sales team. **Qualifications:** + High School Degree or Equivalent required; Bachelor's degree - Marketing, Business or relevant field preferred + 0-2 years of inside or outside sales, project, business development or operations support experience + Strong written and verbal communication and presentation skills + Ability to multi-task + Research skills + Self-motivated and customer service oriented with ability to perform in a fast-paced, team environment + Computers skills, including Microsoft Office + Understanding of vertical market conditions + Knowledge/understanding of inventory concepts and sales processes + Ability to drive results-oriented activity + Experience with CRM systems \#LI- SC1 At Wesco, we build, connect, power and protect the world. As a leading provider of business-to-business distribution, logistics services and supply chain solutions, we create a world that you can depend on. Our Company's greatest asset is our people. Wesco is committed to fostering a workplace where every individual is respected, valued, and empowered to succeed. We promote a culture that is grounded in teamwork and respect. With a workforce of over 20,000 people worldwide, we embrace the unique perspectives each person brings. Through comprehensive benefits (**************************************************************************** and active community engagement, we create an environment where every team member has the opportunity to thrive. Learn more about Working at Wesco here (******************************************************************* and apply online today! Founded in 1922 and headquartered in Pittsburgh, Wesco is a publicly traded (NYSE: WCC) FORTUNE 500 company. _Wesco International, Inc., including its subsidiaries and affiliates ("Wesco") provides equal employment opportunities to all employees and applicants for employment. Employment decisions are made without regard to race, religion, color, national or ethnic origin, sex, sexual orientation, gender identity or expression, age, disability, or other characteristics protected by law. US applicants only, we are an Equal Opportunity Employer. _ _Los Angeles Unincorporated County Candidates Only: Qualified applicants with arrest or conviction records will be considered for employment in accordance with the Los Angeles County Fair Chance Ordinance and the California Fair Chance Act._

As an Associate Specialist - Sales, you will be responsible for coordinating activities and resources to support the Sales organization and business objectives. You will work with assigned Outside Sales Representatives, Inside Sales and support functions, suppliers, centers of excellence (COE) and Marketing to ensure the workload balance of the outside sales team. Responsibilities: Supports the sales process by working with various internal departments to coordinate selling opportunities for assigned Outside Sales Representatives. Schedules sales calls and deploys Field Technical Specialists (i.e. lighting, gear, automation, MRO specialists). Follows-up with sales representatives and technical specialists after customer visits, updating the Customer Relationship Management (CRM) database and providing follow-up communication to internal and external customers. Provides sales team with data reports as needed. Provides pricing support to management and outside sales. Interacts with Inside Sales, suppliers, centers of excellence, and customers to ensure timely and accurate execution of projects. Participates in regularly scheduled meetings to measure progress of set objectives. Provides general administrative support to outside sales team. Qualifications: High School Degree or Equivalent required; Bachelor's degree - Marketing, Business or relevant field preferred 0-2 years of inside or outside sales, project, business development or operations support experience Strong written and verbal communication and presentation skills Ability to multi-task Research skills Self-motivated and customer service oriented with ability to perform in a fast-paced, team environment Computers skills, including Microsoft Office Understanding of vertical market conditions Knowledge/understanding of inventory concepts and sales processes Ability to drive results-oriented activity Experience with CRM systems #LI- SC1

Friday, Saturday and Sunday 7am-3pm Who We Are: BAMSI has been “bringing people and services together” since 1975. Our Certified Community Behavioral Health Clinic (CCBHC) in Whitman provides integrated, holistic care, ensuring our community has access to comprehensive mental health, substance use, and medical support all in one place. Why BAMSI: BAMSI's Respite Services program delivers short term, clinical, community-based treatment services providing opportunities for stabilization to adults with Mental Illness. These services are provided to individuals either on-site while they reside at the program, or in their current living situation. Components of the program include assessment, crisis management, symptom management, and medication education. What We Offer: (Benefits available for 30+ hours / Limited benefits available Time Off - 4 weeks combined vacation, personal and cultural holiday. 12 paid holidays 2 weeks Sick Time Highly Specialized Paid Trainings including opportunity to earn CEUs HSA and Competitive Benefit Package 403B plan with discretionary match Wellness Activities Employee Assistance Program Career Development Opportunities Why BAMSI? Integrated Care: Be a vital part of a multidisciplinary team, bridging behavioral and physical health for whole-person care. Work-Life Balance: Generous paid time off package to support your well-being. Growth & Support: Receive supervision from an experienced Consulting Psychiatrist and free CEU-eligible clinical trainings. Meaningful Work: Provide compassionate care to those who need it most within an innovative CCBHC model. General Statement of Duties: To provide rehabilitation and stabilization support services to individuals with mental health issues, promoting growth, independence, and dignity. Services are provided on-site or in the individuals' community settings. Qualifications: High school diploma or GED required Previous experience working with individuals with mental health issues preferred Valid driver's license in state of residence and own means of transportation Willing to provide backup coverage as a Respite Community Specialist Key Responsibilities: Provide community-based respite care, addressing daily needs to foster independence and self-determination Teach socialization skills and Activities of Daily Living (ADLs), including household maintenance, medication and money management, and personal care Supervise medication self-administration and document accordingly, following Department of Public Health's (DPH) Medication Administration Program (MAP) policies Facilitate community-based activities, assist with treatment plan implementation, and act as an advocate and role model for individuals served Communication, Documentation, and Teamwork: Follow protocols for incident reporting and documentation, including service notes and medication records Participate in team meetings, fire drills, and training sessions Ensure safety standards, assist with staff coverage, and communicate professionally Other: Utilize universal precautions and adhere to safety instructions Complete any additional duties assigned by supervision 24 Hours Friday, Saturday and Sunday 7am-3pm

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).

Woburn Public Schools Registrar and Scheduling Specialist The Registrar and Scheduling Specialist oversees all aspects of student enrollment, academic records management, scheduling, grading, transcripts, and state data reporting. This position ensures the accuracy and integrity of student information in PowerSchool, compliance with DESE and district reporting requirements, and coordination of all school scheduling processes. The Registrar plays a critical role in maintaining accurate academic data, supporting school counselors and administrators, and ensuring smooth scheduling and reporting operations. Report To: Director of School Counseling and WMHS Principal Work Year: 12-month position Work Schedule: 7:00 AM to 3:00 PM (Summer hours may vary at the discretion of the Superintendent of Schools.) Salary: $75,000 - $90,000, depending on qualifications and experience. Prerequisite training and Experience: * Associate or bachelor's degree preferred. * Minimum of three years of experience in student data management, scheduling, or registrar functions (PowerSchool experience required). * Strong understanding of DESE state reporting requirements (SIMS/SCS). * Excellent organizational skills and attention to detail. * Ability to manage multiple priorities under deadlines. * High level of proficiency with data systems, spreadsheets, and student information management. * Strong communication and collaboration skills. * Ability to maintain confidentiality and comply with FERPA regulations. Essential Duties and Responsibilities: Scheduling * Build and maintain the Master Schedule for Woburn Memorial High School in collaboration with the Principal and Director of School Counseling. * Co-chair the Scheduling Team, coordinating meetings, timelines, and communication with department heads, counselors, and administration. * Manage course request collection, section balancing, and scheduling adjustments in PowerSchool. * Oversee schedule changes during the summer and school year to ensure accurate student and teacher schedules. * Coordinate with the Director of School Counseling to ensure counselor assignments and homerooms are aligned with the Master Schedule. * Troubleshoot scheduling conflicts and assist with PowerScheduler setup and rollover processes. Grades, GPA, and Transcripts * Oversee grade reporting cycles, ensuring teachers import grades prior to storing. * Store grades, generate report cards, and post to portals. * Prepare honor rolls and distribute to staff and local media. * Manage GPA and class rank calculations for seniors and juniors; upload results to Naviance and PowerSchool. * Enter historical grades, credit transfers, summer and night school grades, and grade changes as submitted by staff. * Maintain official transcripts and historical academic records for all students. SIMS/SCS and State Reporting * Resolve data errors related to demographics, CRS courses, graduation status, and post-graduation plans. * Complete end-of-year data updates for graduates and non-graduates. * Assist in preparing data for DESE Civil Rights and other required state/federal reports. Records Requests & Verification * Process transcript requests for students, alumni, colleges, and third parties. * Complete verification forms for the Social Security Administration, military, RMV, and courts. * Handle education verification requests. * Maintain an archive of transcripts and cumulative records according to state retention laws. Graduation Data Management * Update PowerSchool with final graduation statuses, MCAS completion, and diploma distinctions. * Collaborate with the School Counseling Administrative Assistant and the Director of School Counseling to finalize honor distinctions. * Generate senior data for diploma ordering, graduation programs, and post-graduation reporting. * Coordinate the destruction of records per the state record retention schedule. * Other duties as assigned by the Director of School Counseling or WMHS Principal Evaluation: * Performance will be evaluated annually by the Director of School Counseling and WMHS Principal in accordance with district policies and procedures. Other Duties: * Performs other duties as required or assigned which are reasonably within the scope of the duties in this job classification At the Woburn Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, Woburn Public Schools continues to be an Equal Opportunity Employer and a district member of Mass Partnership for Diversity in Education

Activity Specialist / Enrichment Instructor The Arete Enrichment Instructor will lead engaging and safe learning activities for Arete Education in a High 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

Activity Specialist / Enrichment Instructor The Arete Enrichment Instructor will lead engaging and safe learning activities for Arete Education in a Elementary School Afterschool 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

Contact Research and Verification Specialist We are hiring a Contact Research and Verification Specialist to conduct comprehensive investigative research to identify, locate, and validate contact information for designated individuals or entities. This role requires someone with exceptional research skills, persistence, comfort with high-volume phone outreach, and the ability to track down hard-to-find information through creative problem-solving. Core Responsibilities Research & Investigation (60% of time) Conduct deep investigative research using public records, databases, social media, corporate registries, and property records Navigate complex organizational structures (LLCs, trusts, holding companies) to identify beneficial owners Cross-reference multiple data sources to validate information accuracy Document research methodology and findings for each target Phone Outreach & Verification (30% of time) Make 60-80+ calls per day to verify and confirm contact information Professionally engage with gatekeepers, third parties, and intermediaries to gather intelligence Build rapport to extract information while maintaining appropriate discretion Follow up on leads through multiple channels Documentation & Reporting (10% of time) Maintain detailed records of all research activities in designated systems Update databases with verified contact information and confidence levels Create summary reports of findings Track completion rates and verification success metrics Must-Have Skills: Exceptional investigative research abilities (can be demonstrated through any context - professional, academic, personal projects, volunteer work) High comfort level with phone conversations and cold calling Obsessive attention to detail Relentless persistence when facing obstacles Strong organizational skills to manage 50-150+ concurrent research targets Professional communication style Self-motivated and comfortable working independently Experience in Excel Nice-to-Have Experience: Skip tracing, investigative research, or due diligence work Experience with research databases (LexisNexis, Accurint, Spokeo, etc.) Background in roles requiring information gathering (collections, legal support, journalism, sales development, recruiting, etc.) Understanding of corporate structures and business entities Key Success Metrics Research Completion Rate: Number of targets successfully researched per week/month Verification Success Rate: Percentage of targets where accurate contact information is obtained Contact Information Accuracy: Quality score based on multi-source validation Research Efficiency: Average time per target from assignment to verified completion Outreach Success Rate: Percentage of calls that yield useful information Pay $20 / hour W2 #INDPROF #ZR

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. * Direct supervison of assigned RBT staff * 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 * BACB Supervision certification 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 * Salary commensurate with experience * Citizenship, residency in United States required * Other duties as assigned

The Postsecondary Partnerships Specialist works under the direction of the Assistant Superintendent of Student Services to develop, coordinate, and sustain strategic partnerships with public and private colleges and universities across Massachusetts. The role supports district priorities related to postsecondary access and success, educator pipeline development, dual enrollment and early college initiatives, internships, and collaborative research and innovation efforts. The Specialist serves as a key liaison between the district and higher education institutions, ensuring partnerships are aligned with district strategic goals, equity initiatives, and state requirements. QUALIFICATIONS: Bachelor's degree in Education, Higher Education, Public Administration, or a related field. Experience working with K-12 districts, higher education institutions, or cross-sector partnerships. Strong organizational, communication, and relationship-building skills. Knowledge of the Massachusetts K-12 and postsecondary education landscape. PREFERRED QUALIFICATIONS: Familiarity with the Everett Public Schools. Familiarity with Massachusetts postsecondary institutions. EPS respects linguistic diversity and believes that candidates who speak another language bring value to the district culture and diversity. ESSENTIAL DUTIES: Identify, establish, and maintain partnerships with Massachusetts public and private universities. Serve as the district's primary point of contact for higher education partners. Coordinate meetings, agreements, and ongoing collaboration with university leadership, faculty, and staff. Support the development and execution of Memoranda of Understanding (MOUs) and partnership agreements. Collaborate with the Assistant Superintendent to align university partnerships with district strategic goals. Support initiatives such as dual enrollment, early college programs, teacher preparation pipelines, internships, and research-based collaborations. Monitor partnership outcomes and recommend improvements or expansions. Coordinate cross-departmental efforts to implement partnership programs effectively. Support recruitment and placement of student teachers, interns, residents, or fellows. Assist with program evaluation, data collection, and reporting requirements. Work collaboratively with district leaders, principals, counselors, and teachers to ensure effective partnership integration. Represent the district at meetings, conferences, and events with higher education partners. Support communication between district and university stakeholders. Ensure partnerships comply with district policies, state regulations, and accreditation standards. Assist with grant-related reporting and documentation when applicable. Track key performance indicators related to partnership effectiveness. TERMS OF EMPLOYMENT: The Postsecondary Partnerships Specialist is a temporary, part-time position. Applicants for this position must commit to a flexible schedule, including early mornings, evenings, and weekends, based on district needs. Travel outside of Everett, MA is required. SALARY: Salary is commensurate with experience and education. The salary range for this position is $50,000-$62,000. The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Summer Camp Activity Specialist Department: Lower School Auxiliary Programs Hours: June 8 - August 7. Week-long commitments preferred, schedule negotiable FLSA: Exempt Classification: Staff (Seasonal Summer) Salary Range: $20-26.00 per hour contingent upon experience Milton Academy is an independent college preparatory K 12 school, boarding and day in grades 9 12, located just outside of Boston. Milton Academy cultivates in its students a passion for learning and a respect for others. Embracing diversity and the pursuit of excellence, we create a community in which individuals develop competence, confidence and character. Our active learning environment, in and out of the classrooms, develops creative and critical thinkers, unafraid to express their ideas, prepared to seek meaningful lifetime success and live by our motto, Dare to be true. Summary of Position: This is a seasonal position beginning in late May and ending in early August. The Activity area leader will be responsible for planning and implementing engaging, age-appropriate programming each day. The activity area leader will have experience leading children in various activities, and ideally experience in a summer camp environment. The activity area leader is enthusiastic, self-motivated, creative, and flexible. Essential Functions and Responsibilities: Activity Specialists are responsible for initiating and implementing a program within a particular program area. These program areas could include but are not limited to: science, sports and games, arts and crafts, gardening, acting, nature/wildlife studies, technology, robotics, performing arts, archery, etc. Will work in tandem with counselors to provide meaningful, enriching programming for campers Work with the camp administrative team to plan daily and weekly activities within their activity Communicate regularly with Camp Director in regards to supply and support needs, scheduling, and any camper issues Responsible for keeping their work spaces clean and ready for each class period Use weekly supply budget to maximize programming Be willing to assist with any additional camp needs Be present for weekly staff meetings Supervision to be received: Reports directly to the Summer Camp Director Supervision to be exercised: Direct supervision of campers Experience Preferred: Must be at least 18 years old. Previous experience working at a summer camp or similar leadership roles with children. Competencies Required: Excellent verbal and written communication skills. Demonstrated computer proficiency, including GoogleSuite, Microsoft Word, and Adobe. Ability to work collaboratively with internal and external constituencies. Understanding of confidentiality and related issues. Receptive to supervision and professional development. Desire to be a part of a dynamic educational community. Physical Abilities Required: Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. Must be able to move around the Milton Academy campus without restriction. Must be able to lift up to 10 pounds. All interested internal candidates must complete an application for promotion or transfer and inform your supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. Milton Academy is an equal opportunity employment. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of any category protected by federal, state, or local law, including but not limited to race, color, sex, sexual orientation, gender identity, gender expression, religion, disability, age, genetic information, veteran status, ancestry, citizenship or national or ethnic origin.

Summer Camp Activity Specialist Department: Lower School Auxiliary Programs Hours: June 8 - August 7. Week-long commitments preferred, schedule negotiable FLSA: Exempt Classification: Staff (Seasonal-Summer) Salary Range: $20-26.00 per hour contingent upon experience Milton Academy is an independent college preparatory K-12 school, boarding and day in grades 9-12, located just outside of Boston. Milton Academy cultivates in its students a passion for learning and a respect for others. Embracing diversity and the pursuit of excellence, we create a community in which individuals develop competence, confidence and character. Our active learning environment, in and out of the classrooms, develops creative and critical thinkers, unafraid to express their ideas, prepared to seek meaningful lifetime success and live by our motto, “Dare to be true.” Summary of Position: This is a seasonal position beginning in late May and ending in early August. The Activity area leader will be responsible for planning and implementing engaging, age-appropriate programming each day. The activity area leader will have experience leading children in various activities, and ideally experience in a summer camp environment. The activity area leader is enthusiastic, self-motivated, creative, and flexible. Essential Functions and Responsibilities: Activity Specialists are responsible for initiating and implementing a program within a particular program area. These program areas could include but are not limited to: science, sports and games, arts and crafts, gardening, acting, nature/wildlife studies, technology, robotics, performing arts, archery, etc. Will work in tandem with counselors to provide meaningful, enriching programming for campers Work with the camp administrative team to plan daily and weekly activities within their activity Communicate regularly with Camp Director in regards to supply and support needs, scheduling, and any camper issues Responsible for keeping their work spaces clean and ready for each class period Use weekly supply budget to maximize programming Be willing to assist with any additional camp needs Be present for weekly staff meetings Supervision to be received: Reports directly to the Summer Camp Director Supervision to be exercised: Direct supervision of campers Experience Preferred: Must be at least 18 years old. Previous experience working at a summer camp or similar leadership roles with children. Competencies Required: Excellent verbal and written communication skills. Demonstrated computer proficiency, including GoogleSuite, Microsoft Word, and Adobe. Ability to work collaboratively with internal and external constituencies. Understanding of confidentiality and related issues. Receptive to supervision and professional development. Desire to be a part of a dynamic educational community. Physical Abilities Required: Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. Must be able to move around the Milton Academy campus without restriction. Must be able to lift up to 10 pounds. All interested internal candidates must complete an application for promotion or transfer and inform your supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. Milton Academy is an equal opportunity employment. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of any category protected by federal, state, or local law, including but not limited to race, color, sex, sexual orientation, gender identity, gender expression, religion, disability, age, genetic information, veteran status, ancestry, citizenship or national or ethnic origin.

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.

The Postsecondary Partnerships Specialist works under the direction of the Assistant Superintendent of Student Services to develop, coordinate, and sustain strategic partnerships with public and private colleges and universities across Massachusetts. The role supports district priorities related to postsecondary access and success, educator pipeline development, dual enrollment and early college initiatives, internships, and collaborative research and innovation efforts. The Specialist serves as a key liaison between the district and higher education institutions, ensuring partnerships are aligned with district strategic goals, equity initiatives, and state requirements. QUALIFICATIONS: * Bachelor's degree in Education, Higher Education, Public Administration, or a related field. * Experience working with K-12 districts, higher education institutions, or cross-sector partnerships. * Strong organizational, communication, and relationship-building skills. * Knowledge of the Massachusetts K-12 and postsecondary education landscape. PREFERRED QUALIFICATIONS: * Familiarity with the Everett Public Schools. * Familiarity with Massachusetts postsecondary institutions. * EPS respects linguistic diversity and believes that candidates who speak another language bring value to the district culture and diversity. ESSENTIAL DUTIES: * Identify, establish, and maintain partnerships with Massachusetts public and private universities. * Serve as the district's primary point of contact for higher education partners. * Coordinate meetings, agreements, and ongoing collaboration with university leadership, faculty, and staff. * Support the development and execution of Memoranda of Understanding (MOUs) and partnership agreements. * Collaborate with the Assistant Superintendent to align university partnerships with district strategic goals. * Support initiatives such as dual enrollment, early college programs, teacher preparation pipelines, internships, and research-based collaborations. * Monitor partnership outcomes and recommend improvements or expansions. * Coordinate cross-departmental efforts to implement partnership programs effectively. * Support recruitment and placement of student teachers, interns, residents, or fellows. * Assist with program evaluation, data collection, and reporting requirements. * Work collaboratively with district leaders, principals, counselors, and teachers to ensure effective partnership integration. * Represent the district at meetings, conferences, and events with higher education partners. * Support communication between district and university stakeholders. * Ensure partnerships comply with district policies, state regulations, and accreditation standards. * Assist with grant-related reporting and documentation when applicable. * Track key performance indicators related to partnership effectiveness. TERMS OF EMPLOYMENT: The Postsecondary Partnerships Specialist is a temporary, part-time position. Applicants for this position must commit to a flexible schedule, including early mornings, evenings, and weekends, based on district needs. Travel outside of Everett, MA is required. SALARY: Salary is commensurate with experience and education. The salary range for this position is $50,000-$62,000. The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.