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Harvard Divinity School invites applications for a one-year,term-limited, paid position for Yang Visiting Scholars in World Christianityfor the academic year 2024–25.
 Each visiting scholar teaches one course (either in the fall or inthe spring semester) and presents their research in a public lecture and/or other publicevents at HDS. Yang Visiting Scholars are required to be in full-time residence atHarvard Divinity School while carrying out their proposed research projects during theacademic year.
 Positions are open to early career or senior scholars withdoctorates in the fields of religion and to those with primary competence in other humanities,social science, and public policy fields who demonstrate a serious interest in WorldChristianity and hold appropriate degrees in those fields.
 Applications must be made online at <a href="https://academicpositions.harvard.edu/postings/12544" target="_blank">academicpositions.harvard.edu</a>.The deadline is September 30, 2023, for appointments beginning on August 1,2024.
 For more information, please visit our website at <a href="https://hds.harvard.edu/faculty-research/research-appointments/yang-visiting-scholars-world-christianity" target="_blank">hds.harvard.edu/yangscholars</a> or contact the Yang Scholars Program Office at <a href="mailto:yangscholars@hds.harvard.edu" target="_blank">yangscholars@hds.harvard.edu</a>.
HDS is an equal opportunity, affirmative-action employer, andencourages applications and nominations of women and/or ethnicminority candidates. All qualified applicants will receiveconsideration for employment without regard to race, color,religion, sex, sexual orientation, gender identity, nationalorigin, disability status, protected veteran status, pregnancy andpregnancy related conditions, or any other characteristic protectedby law.

Yang Visiting Scholars in World Christianity

Harvard University’s Faculty of Divinity seeks to make afull-time, tenure or tenure-track appointment in the area of Religion and Ecology tofill the Richard Reinhold Niebuhr Professorship of Divinity. Weseek candidates with expertise in Christian morality, ethics, and values, within the context ofglobal religious pluralism and diversity. We are particularly interested in ascholar with expertise either in environmental justice or environmental ethics. Thesuccessful candidate should be competent in the debates, methods, and theoreticalframeworks of the subfield of religion and ecology, including religion and climatechange. Applicants should also be familiar with forms of analysis that address race,gender, and social location. Excellence in teaching and research is expected. Thedoctoral degree must be held by June 30, 2024.
 The successful candidate will work closely with students in theDivinity School’s Master of Divinity, Master of Theological Studies, and Master ofReligion in Public Life programs, as well as PhD candidates in the Study ofReligion in the Graduate School of Arts and Sciences. They will also have anopportunity to teach undergraduates in Harvard College, and to collaborate withcolleagues and students in other related programs, departments, and schools in theUniversity.
Applications should be made online at:
<a href="https://academicpositions.harvard.edu/postings/12537" target="_blank">academicpositions.harvard.edu/postings/12537</a>
Applications must include a current CV, a cover letter, awriting sample, and three letters of recommendation (submitted by therecommenders through the application portal). Review of applications will beginon September 30, 2023, and continue until the position is filled.
 Letters of nomination are welcome. Applicants should address anyquestions regarding the position itself or the online application system tothe search office at <a href="mailto:niebuhrsearch@hds.harvard.edu" target="_blank">niebuhrsearch@hds.harvard.edu</a>.
 HDS is an equal opportunity, affirmative-action employer, andencourages applications and nominations of women and/or ethnicminority candidates. All qualified applicants will receiveconsideration for employment without regard to race, color,religion, sex, sexual orientation, gender identity, nationalorigin, disability status, protected veteran status, pregnancy andpregnancy related conditions, or any other characteristic protectedby law.

Tenured or Tenure-Track Position in Religion and Ecology

Harvard University’s Faculty of Divinity seeks to appoint afull-time tenured or tenure-track faculty member to fill the Charles Chauncey StillmanProfessorship of Roman Catholic Theological Studies. We welcome applications fromcandidates with expertise in Catholic theology, as well as those who studyCatholicism from the perspective of other disciplines—including Biblical studies,comparative studies, cultural studies, ethics, gender and sexuality, history,literature, philosophy, politics, and ethnography—and are open to the theologicaldimensions of their scholarship. Successful candidates should be prepared to teachclasses that reflect the cultural diversity of Roman Catholicism in the United Statesand around the world. Excellence in teaching and research is expected. Thedoctoral degree must be held by June 30, 2024.
 The successful candidate will work closely with students in theDivinity School’s Master of Divinity, Master of Theological Studies, and Master ofReligion in Public Life programs, as well as PhD candidates in the Study ofReligion in the Graduate School of Arts and Sciences. They will also have anopportunity to teach undergraduates in Harvard College and to collaborate withcolleagues and students in other departments and schools in the University.
 Applications should be made online at:
<a href="0000764481">academicpositions.harvard.edu/postings/12536</a>
Applications must include a CV, a cover letter, a writingsample, and the names and email addresses of three professional referenceswho are prepared to submit letters of recommendations. The School maycontact those persons directly at a later stage in the search. Review ofapplications will begin on September 30, 2023, and continue until the position is filled.
 Letters of nomination are welcome. Applicants should address anyquestions regarding the position itself or the online application system tothe search office. Please contact us at <a href="mailto:stillmansearch@hds.harvard.edu" target="_blank">stillmansearch@hds.harvard.edu</a>.
HDS is an equal opportunity, affirmative-action employer, andencourages applications and nominations of women and/or ethnicminority candidates. All qualified applicants will receiveconsideration for employment without regard to race, color,religion, sex, sexual orientation, gender identity, nationalorigin, disability status, protected veteran status, pregnancy andpregnancy related conditions, or any other characteristic protectedby law.

Stillman Professorship of Roman Catholic Theological Studies

Position Description: The Department of African and AfricanAmerican Studies seeks to appoint a tenure-track professor inAfro-Latin American Studies. Scholars working on the study ofpeople of African ancestry and on processes of racialstratification in Latin America, regardless of period, region, ordiscipline, are encouraged to apply. The appointment is expected tobegin on July 1, 2024. The tenure-track professor will beresponsible for teaching at the undergraduate and graduatelevels. Basic Qualifications: Doctoral degree required by the time theappointment begins. Additional Qualifications: Demonstrated strong commitment toteaching, research, and advising is desired. We are looking for acolleague who wants to work with us to the develop the field ofAfro-Latin American Studies. Special Instructions: Please submit the following materials throughthe ARIeS portal [LINK TO BE INSERTED] Applications must besubmitted no later than September 5, 2023 (with all referenceletters submitted by September 12, 2023). 1. Cover letter 2. Curriculum Vitae 3. Teaching/advising statement (describing teaching philosophy andpractices) 4. Research statement 5. Statement describing efforts to encourage diversity, inclusion,and belonging, including past, current, and anticipated futurecontributions in these areas. 6. Names and contact information of 3-5 referees, who will be askedby a system-generated email to upload a letter of recommendationonce the candidate's application has been submitted. Three lettersof recommendation are required, and the application is consideredcomplete only when at least three letters have been received. Atleast one letter must come from someone who has not served as thecandidate's undergraduate, graduate, or postdoctoral advisor. 7. Publications and as much of the dissertation and otherunpublished material as is relevant. The health of our workforce is a priority for Harvard University.With that in mind, we strongly encourage all employees to beup-to-date on CDC-recommended vaccines. Harvard is an equal opportunity employer and all qualifiedapplicants will receive consideration for employment without regardto race, color, sex, gender identity, sexual orientation, religion,creed, national origin, ancestry, age, protected veteran status,disability, genetic information, military service, pregnancy andpregnancy-related conditions, or other protected status. Contact Information: Alejandro de la Fuente, Chair of SearchCommittee, Department of African and African American Studies,Faculty of Arts and Sciences, Harvard University, Cambridge, MA02138 Contact Email: <a href="mailto:micconi@fas.harvard.edu" target="_blank">micconi@fas.harvard.edu</a>

TENURE-TRACK PROFESSOR IN AFRO-LATIN AMERICAN STUDIES

<h3>Job Description</h3>
Job Description
Reports To: Director of Athletics and Head Crew Coach
 
Start Date: March 2026
 
Compensation: A season-long stipend of $2,500-$3,000
 
Compensation for eligible full-time and part-time employees includes a 403(b) plan with up to a 10% match of salary and other competitive benefits offerings. Benefits offered to eligible employees include health &amp; dental insurance; commuter benefits; long-term disability insurance, and more. 
 
About Buckingham Browne &amp; Nichols:
Located in Cambridge, Massachusetts, Buckingham Browne &amp; Nichols is a day school that engages students in grades Pre-K through 12 in a rich and invigorating educational experience of the highest quality. The school excels at helping students discover their unique talents and passions and develop those strengths to the fullest. The curriculum is challenging, forward-thinking, innovative, and flexible, designed to help qualified students, from a range of backgrounds and with a wide spectrum of talents and interests, reach new levels of accomplishment. Co-curricular opportunities in athletics, the arts, community service, and other areas add important dimensions to students’ learning. Students learn on three age and developmentally-appropriate campuses. At every grade, BB&amp;N takes full advantage of the range of opportunities its locations afford.
BB&amp;N is committed to becoming an anti-racist institution. This commitment is integral to the mission and vision of the School. BB&amp;N is an academically excellent, diverse, and inclusive community where students develop into lifelong learners who lead with kindness, curiosity, and integrity. We prepare students to be responsible and open-minded as they engage with the world around them. Our school is guided by the core values of: 
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Inquiry, in which we promote curiosity and critical thinking to inspire a lifelong love of learning. Integrity, in which we strive to be honest, conscientious, and accountable in our actions, even when no one is watching.
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Belonging, in which we foster a culture of respect, well-being, and connection that values all individuals and empowers them to discover and be their authentic selves, and
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Kindness, in which we strengthen our communities by recognizing our common humanity and treating ourselves and others with respect and compassion.
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</ul>
 
The vibrancy and vitality we feel in the classrooms, hallways, stages, and playing fields of BB&amp;N derive from the people who are here. At its root are the varied interests and experiences, the different backgrounds, cultures, religions, views, and perspectives that our students and faculty bring to their classes and families bring to myriad activities. Each of us adds to the richness of another’s experience. Working and playing together teaches us lifelong lessons about appreciating, knowing, understanding, and learning from each other.
 
Summary Description:
BB&amp;N is seeking a Crew Coach. This is a part-time position that is not eligible for employee benefits during the spring season. Responsibilities include all aspects of team organization, including practice planning and administrative tasks. The head coach will provide examples of fair play, team building, character building, and respect for the players. The BB&amp;N Athletic Department expects its coaches to operate within the athletic philosophy of BB&amp;N and adhere to the BB&amp;N coaches’ manual as well as the Independent School League (ISL) and the New England Preparatory School Athletic Council (NEPSAC) rules and guidelines.
 
Key Tasks and Responsibilities:
Key functions for this position include, but are not limited to: 
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Plan practices. and oversee track meets.
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Mentor and instruct athletes in skill development, character development, and teamwork. 
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Communicate relevant information regarding meets, practices, and other team commitments with parents/guardians.
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Support and foster the development of students with the ability and/or ambition to compete at the collegiate level, providing guidance and resources to help them succeed.
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Other responsibilities as assigned.
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</ul>
 
Requirements, Skills, and Competencies:
The ideal candidate is approachable, knowledgeable, collaborative, and eager to be an active member of a dynamic athletic and learning community. Bachelor’s degree required. 
 
In addition, the ideal candidate will demonstrate:
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Strong leadership skills with the ability to motivate and inspire athletes to perform at their highest level, with a commitment to academic success and character development.
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Demonstrate a passion for their sport and for working with middle and high school-aged students.
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Demonstrate a commitment to an inclusive and equitable approach to all student athletes.
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Effective and responsible communication with students, parents, and colleagues. 
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Demonstrate high standards of professional conduct with strong interpersonal skills to handle disputes, challenges, or conflicts that may arise among athletes. 
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Adjust coaching methods based on individual athletes' needs, team dynamics, and changing circumstances.
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</ul>
 
Schedules:
Upper School Coaching Schedule
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Spring Coaches Meeting is Thursday, February 26, 2026.
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The spring season runs from March 9, 2026, through May 22, 2026*.
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Weekly practices occur during the time frame of 3:45 pm to 6:00 pm. Games occur on Wednesdays, Saturdays, and some Fridays. 
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</ul>
 
Middle School Coaching Schedule
 
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Spring Coaches Meeting is Thursday, February 26, 2026.
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The spring season runs from March 9, 2026, through May 22, 2026*.
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Weekly practices occur during the time frame of 2:00 pm to 4:00 pm, on Mondays, Tuesdays, and Thursdays.
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There will be around 1 to 2 Games a week (only on weekdays), and the coach must be on-site at 2:00 pm and will generally be done at 5:00 pm (depending on whether the game is home or away).
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</ul>
 
Holidays when school is not in session include*:
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March 13-29, 2026, Spring Break**
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April 20, 2026, Patriots Day
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</ul>
 
*On occasion, student-athletes may qualify for national-level competitions. The Head Coach may be expected to support and/or accompany athletes to these events, as has been done historically.
 
**There will be local practices during the second week of March break.
 
To Apply: 
Please visit the Careers at BB&amp;N page to complete your online application. Please upload your Cover Letter, Resume, and Reference List. Successful candidates submit complete applications inclusive of all requested materials and respond to all posting questions completely and thoughtfully. 
 
Buckingham Browne &amp; Nichols School does not discriminate on the basis of race, color, religion, creed, age, gender identity, national origin or ancestry, veteran status, sexual orientation, genetic information, or any non-job-related physical or mental disability. We welcome candidates who will increase our diversity; we encourage candidates of color and all diverse candidates to apply.

Crew Coach (AY26-27)

<h3>Job Description</h3>
Job Description Gann Academy seeks an experienced candidate to teach three sections of Hebrew language (beginning&nbsp;and intermediate levels). Applicants&nbsp;should&nbsp;be&nbsp;committed to sharing&nbsp;Israeli&nbsp;culture in the classroom and to helping organize activities around Israeli special days. Successful candidates enjoy&nbsp;collaborating&nbsp;with other teachers,&nbsp;supporting diverse learners in the classroom, and&nbsp;reflecting regularly&nbsp;on their own practice.&nbsp;Other responsibilities include assisting with tefillah and subbing for an Advisory or other Hebrew classes.&nbsp; This position is scheduled to start around mid-March and run through June 2026. The salary range is $15,000-$20,000 for this short-term position. &nbsp;QUALIFICATIONS&nbsp; Experience teaching Hebrew in a&nbsp;high&nbsp;school&nbsp;is preferred, as is experience with the&nbsp;Matakh&nbsp;Curriculum. We will provide curricula and support in lesson design. However, candidates will need to invest time in planning their lessons and grading.&nbsp;Fluency in spoken and written English is&nbsp;required.&nbsp;&nbsp;ABOUT GANN Gann Academy is a pluralistic Jewish high school that challenges students to cultivate their talents and interests in all areas of human potential: intellectual, artistic, spiritual, and physical. Our faculty, comprising both Jewish and non-Jewish educators, facilitates the student journey. We seek teachers who are committed to collaborating and growing in their teaching practice; supporting diverse learners in the classroom; and connecting with students outside the classroom, both formally and informally. Gann Academy is committed to building an inclusive workplace culture where talented people of widely diverse backgrounds can thrive. We believe the inclusion of diverse perspectives will improve our work and produce better societal and learning outcomes for all. All employees participate in this commitment, whether internally, in building a welcoming workplace culture, /or externally, in ensuring inclusive engagement with families and other community members. Perhaps most of all, Gann offers a community of innovative, collaborative, and compassionate professionals who care about their work, their school, and their colleagues. We help one another learn, solve problems, and have fun. ABOUT OUR TEAM Our Hebrew Department comprises talented professionals who demonstrate exceptional commitment to teaching and engaging students in the study of Hebrew. If you enjoy working with students and want to develop their love of Hebrew, this role offers you a fantastic opportunity to join Boston’s leading Jewish High School. Gann’s outstanding faculty sharpens our students’ intellect, challenging them to become analytical, creative, empathetic, and out-of-the-box thinkers. WORKING CONDITIONS/PHYSICAL DEMANDS Physical demands include dexterity for office machine/supply operation, including but not limited to computer, telephone, electronic calculator, copy machine, and printers. Stooping, bending, reaching for files or supplies, and sitting or standing for extended periods are common. &nbsp; EQUAL EMPLOYMENT OPPORTUNITY Gann Academy is an equal opportunity employer. It is the policy of the school to prohibit discrimination and harassment of any type and to afford equal employment opportunities to employees and applicants, without regard to race, creed, color, religion, national origin, sex (including sexual orientation, gender identity or expression), and pregnancy, age, physical or mental disability, genetic information, or veteran status. ACCOMMODATION External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act, must be able to perform the essential job functions (as listed) either unaided or with a reasonable accommodation to be determined on a case-by-case basis by management. E-VERIFY This employer participates in E-Verify and will provide the federal government with your Form I-9 information to confirm that you are authorized to work in the U.S. If E-Verify cannot confirm that you are authorized to work, this employer is required to give you written instructions and an opportunity to contact Department of Homeland Security (DHS) or Social Security Administration (SSA) so you can begin to resolve the issue before the employer can take any action against you, including terminating your employment. Employers can only use E-Verify once you have accepted a job offer and completed Form I-9.
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High School Hebrew Teacher (leave coverage)

<h3>Job Description</h3>
Job Description
Job Title: MCAS Tutor, Math, ELA and Science
Supervisor: Principal
Hours: Monday-Friday; (US) 8:30am-5:00pm
Compensation: Codman Academy Charter Public School follows a compensation scale based on education and years of direct experience. An Associates Degree with 1 year experience starts at $47,626, with a Masters Degree with 12 years direct experience starting at $77,245 annually.
Description: The Tutor executes Codman’s comprehensive one-on-one and small group teaching program which aims at improving students’ academic skills. They collaborate with the tutorial department (Director of Tutorial, Tutorial Coordinator, and tutors) to close skill gaps in grades 3-10.
Responsibilities include (but not limited to):
Tutorial Program
Directly tutor small groups of students or individual students
Tutor select students in grades 3-10 weekly with feedback and support from Tutorial Coordinator and Director of Tutorial
Collaborate with lead teachers to identify key skills to practice with students
Support curriculum development and implementation
Collaborates with Tutorial Coordinator to adapt tutorial materials to age group and skill level of students
Engage in professional development to support personal growth in curriculum adjustment
Support students to achieve high levels of academic growth
Grade and analyze weekly student work data in order to adjust future curricula
Hold students accountable for living out the Habits of Scholarship at Codman Academy through leveraging school-wide culture systems and practices
Academic Support
Project support, as needed
Community Engagement and Stewardship
We are crew, not passengers, and we uphold that ideal as we support each other in reaching our shared goals. 
Every adult in our community is a teacher and a role model, and we model and implement EL Education design principles and core practices to the best of our ability in our roles.
Advance the educational mission of the school by participating in duties and responsibilities consistent with building, upholding and promoting a strong Codman community.
We actively value and solicit feedback in order to improve performance.
Qualifications:
We are looking for a dynamic leader with…
a strong track record of success 
exceptional communication and motivational skills, including writing and speaking to diverse constituents
a passion for Codman’s mission and EL Education philosophy, which deepens intellectual growth through experience, reflection and social action
a proven ability to build community, inspire and lead teams, whether adults or students, to achieve ambitious learning and teaching goals
facility utilizing data to drive improvement
established habits of creative collaboration
an abiding sense of urgency
a Bachelor’s degree
Non-discrimination Summary:
Codman Academy does not discriminate in its programs, activities, facilities, employment, or educational opportunities on the basis of race, color, age, disability, sex/gender, gender identity, religious beliefs, national origin, ancestry, retaliation, sexual orientation, genetics or military status and does not tolerate any form of discrimination, intimidation, threat, coercion, and/or harassment that insults the dignity of others by interfering with their freedom to learn and work.

MCAS Tutor, Math, ELA and Science

<h3>Job Description</h3>
Job DescriptionJVS is a non-profit, non-sectarian agency.&nbsp; Our mission is to empower individuals from diverse communities to find employment, build careers, and to partner with employers to hire, develop, and retain productive workforces. JVS provides a broad range of services including adult education, skills training, job readiness training, job placement and support, and access to post-secondary education.&nbsp; JVS assists employers in their search for well-qualified job applicants and their initiatives to upgrade the skills of their incumbent workforce.&nbsp;&nbsp; POSITION SUMMARY: JVS’ Healthcare Skills Training programs are designed to support adults who are seeking entry-level positions in healthcare.&nbsp; The curriculum is contextualized for healthcare and incorporates employer feedback. It has been developed to assist students in passing the national/State certification exam. Populations served includes unemployed and underemployed and other low-income individuals with barriers to employment. &nbsp;&nbsp;Under the direction of the Senior Skills Instructor/Manager, the Skills &amp; Job Readiness Trainer develops, updates, and delivers contextualized curriculum, and job readiness training for both skills training programs (including healthcare, BioMAP, Business Services,) and other technical programs. The role trains diverse populations, evaluates their progress and promotes skill attainment, while incorporating the JVS core skills into the program's curriculum. This role delivers instruction at employer/partner and JVS locations (Federal St, ArLab, &amp; off-site), and models' professional behaviors, for participants and staff, to ensure a professional and inclusive learning environment. The Skills &amp; Job Readiness Trainer actively tracks client outcomes, communicates with employers to provide participant updates and supports reporting to internal and external stakeholders (staff, employers, and funders). ESSENTIAL JOB FUNCTIONS&nbsp;&nbsp; •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Crosstrain to deliver established, contextualized content across the suite of Healthcare Skills Training Programs, BioMAP, HVAC/Maintenance Tech, and employer workshops. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Develop and deliver contextualized curriculum for new pipeline programs (in person and virtually depending on cohort need), as needed. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Deliver all subject matter in the curriculum with the goal of ensuring that trainees meet programmatic skill gains and outcomes. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Administer frequent cumulative tests, quizzes, and exams, and modify teaching strategies utilizing certification requirements to focus on areas of deficiency. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Incorporate JVS core competencies such as study skills, time management, soft skills, and critical thinking into all lessons. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Create a classroom environment where all students feel heard, can express ideas, learn, and problem-solve in creative ways. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Be flexible with individual learning styles and set appropriate limits to ensure all trainees have an equal opportunity to learn. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Model professional behaviors, monitor and manage the classroom, and maintain real-time program expectations with participants.•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Develop daily lesson plans for each component, enter these plans into the SALESFORCE database on a weekly basis, and submit them to supervisor for review. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Maintain programmatic scheduling, create course calendars, develop worksheets, and update syllabi. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Create and submit emergency lesson plans at the beginning of each cohort/active cycle. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Track and report on attendance, homework completion, classroom participation, and testing outcomes on a weekly/monthly basis. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Communicate regularly with the Supervisor to ensure smooth delivery of services and program performance. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Complete competency checklists and/or individual learning plans for each student. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Assist with planning and implementation of cohort graduations, orientations, and workshops. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Establish positive working relationships and encourage collaboration between team members and across JVS departments. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; A highly professional presence and communication skills are a must as the instructor will be representing JVS off-site at employers. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Perform other duties as requested. MINIMUM SKILLS AND QUALIFICATIONS•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; AS degree required, BS in Education, Math, Science, or related field, CPhT preferred&nbsp; •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2-3 years of workplace or related training/teaching experience&nbsp; •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Knowledge of adult learning theory •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ability to deal tactfully and effectively with a diverse group of clients •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Demonstrated presentation and facilitation skills •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Strong Microsoft Office Suite skills • &nbsp;&nbsp;&nbsp; Strong written and oral communication skills•&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ability to work in a diverse environment. •&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Strong interpersonal, communication and organizational skills
We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Sr. Instructor, Healthcare Skills Training Program

<h3>Job Description</h3>
Job Description
This position is set for coverage of a scheduled Leave of Absence. We here at Codman recognize great talent, and a successful candidate in this role will gladly be considered for a permanent similar role in the future.
 
Job Title: Multi Language Learner/ English Language Teacher (Full Time-Coverage for Leave)
Supervisor: Director of Special Education
Compensation: Codman Academy Charter Public School follows a compensation scale based on years of direct experience. 1 year experience starts at $60,000, with 16 years direct experience starting at $110,444 annually.
Hours: Monday through Friday 
 
Description: The MLL /ELL Teacher is responsible for developing English Learner students' ability to effectively perform courses of study in the English language, developing lesson plans and delivering group and individual student instruction within established curriculum guidelines, and collaborating with other teachers in addressing instructional and/or classroom issues.
Responsibilities include (but not limited to):
MLL/ELL
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Administer all incoming student paperwork and testing following WIDA guidelines
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Teach small group ESL classes to students K-12
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Act as ESL support in class for student K-12
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Write and manage language acquisition plans for all students identified as MLLs
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Use SEMSTracker to maintain organized, complete files for MLL students
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Plan and organized schedules for all MLL students in order to ensure state compliance
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Manage, administer, and ensure completion of yearly ACCESS testing
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Develop additional materials to compliment curriculum
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Work with teachers/grade teams to ensure MLL students are accessing in class curriculum
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</ul>
 
Planning and Preparation for Learning
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Knowledge - Demonstrates subject area expertise and a cutting-edge grasp of child development and how students learn.
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Standards - Develops a wMLL-honed game plan for the year that is tightly aligned with state standards and assessments.
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Units - Plans all expeditions backwards, aligned with high standards, state assessments, and all Bloom’s levels; documents and shares all lessons with supervisor at a minimum of two (2) weeks in advance.
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Assessments - Plans diagnostic, formative, and summative assessments to closely monitor student learning.
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Anticipation - Anticipates students’ misconceptions and confusions and develops multiple strategies to overcome them.
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Lessons - Designs lessons with clear, measurable goals closely aligned with standards and expedition outcomes.
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Engagement - Designs highly relevant lessons that will motivate all students and engage them in active learning
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Materials - Designs lessons that use an effective mix of high-quality, multicultural learning materials and technology.
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Differentiation - Designs lessons that break down complex tasks and address all learning needs, styles, and interests.
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Environment - Artfully uses room arrangement, materials, and displays to maximize student learning of all material, focusing on learning targets and student work.
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</ul>
 
Classroom Management
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Expectations - Is direct, specific, consistent, and tenacious in communicating and enforcing high expectations.
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Relationships - Shows warmth, caring, respect, and fairness for all students and builds strong relationships.
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Respect - Wins all students’ respect and creates a climate in which disruption of learning is unthinkable.
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Social-emotional - Implements a program that successfully develops positive interactions and social-emotional skills.
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Routines - Successfully inculcates class routines up front so that students maintain them throughout the year.
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Responsibility - Successfully develops students’ self-discipline, self-confidence, and a sense of responsibility.
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Repertoire - Has a highly effective discipline repertoire and can capture and hold students’ attention any time.
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Efficiency - Skillfully uses coherence, momentum, and transitions so that every minute of the classroom time produces learning.
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Prevention - Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud.
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Incentives - Gets students to buy into a highly effective system of incentives linked to intrinsic rewards.
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</ul>
 
Delivery of Instruction
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Expectations - Exudes high expectations and determination and convinces all students that they will master the material.
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Mindset - Actively inculcates a “growth” mindset: take risks, learn from mistakes, through effective effort you can and will achieve at high levels.
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Goals - Shows students exactly what’s expected by posting learning targets, essential questions, rubrics, and exemplars.
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Connections - Hooks all students’ interest and makes connections into prior knowledge, experience, and reading.
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Clarity - Always presents material clearly and explicitly, with wMLL-chosen examples and vivid and appropriate language.
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Repertoire - Orchestrates highly effective strategies, materials, and groupings to involve and motivate all students.
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Engagement - Engages all students in focused work in which they are active learners and problem solvers.
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Differentiation - Successfully reaches all students by skillfully differentiating and scaffolding.
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Nimbleness - Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings.
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Application - Consistently has all students summarize and internalize what they learn and apply it to real-life situations.
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Monitoring, Assessment and Follow-Up
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Criteria - Posts and reviews clear criteria for proficient work, including rubrics and exemplars, and all students internalize them.
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Diagnosis - Gives students a wMLL-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.
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On-the-Spot - Continuously uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
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Self-Assessment - Sets ambitious goals with students, continually self-assesses, and takes responsibility for improving performance.
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Recognition - Frequently posts students’ work with rubrics and commentary to celebrate progress and motivate direct effort.
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Interims - Works with colleagues to use interim assessment data, fine-tune teaching, re-teach, and help struggling students.
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Tenacity - Relentlessly follows up with struggling students with personal attention (time and support) so they all reach proficiency.
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Support - Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.
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Analysis - Works with colleagues to analyze chart data, draw action conclusions, and leverage student growth.
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Reflection - Constantly reflects on what worked and what didn’t to continuously improve instruction.
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Family and Community Outreach
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Respect - Shows great sensitivity and respect for family and community culture, values, and beliefs.
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Belief - Shows each parent/guardian an in-depth knowledge of their child and a strong belief they will meet or exceed standards.
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Expectations - Gives parents/guardians clear, user-friendly learning and behavior expectations and exemplars of proficient work.
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Communication - Makes sure that parents/guardians hear positive news about their children first and immediately flags any problems.
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Involving - Frequently involves parents/guardians in supporting and enriching the curriculum for their children as it unfolds.
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Assignments - Assigns highly-engaging assignments, gets close to 100% return, and provides rich feedback.
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Responsiveness - Deals immediately and successfully with parent/guardian concerns and makes parent/guardian feel welcome at any time.
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Reporting - In conferences, report cards, and informal talks, gives parents/guardians detailed feedback on their children’s progress.
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Outreach - Is successful in contacting and working with all parent/guardians, including those who are hard to reach.
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Resources - Successfully enlists classroom volunteers and extra resources from homes and the community to enrich the curriculum.
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Professional Responsibilities
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Attendance &amp; Punctuality - Has perfect or near-perfect attendance and punctuality
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Language - In professional contexts, speaks and writes appropriately, succinctly, and eloquently.
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Reliability - Carries out assignments conscientiously and punctually, keeps meticulous records, and is never late.
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Professionalism - Presents as a consummate professional and always observes appropriate boundaries.
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Judgment - Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.
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Above-and-beyond - Is an important member of teacher teams and committees and frequently attends after-school activities.
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Leadership - Frequently contributes valuable ideas and expertise and instills in others a desire to improve students' results.
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Openness - Actively seeks out feedback and suggestions and uses them to improve performance.
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Collaboration - Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments.
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Growth - Actively reaches out for new ideas and engages in professional development with colleagues to figure out what works best.
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Administrative Feedback - Informs the administration of any concerns and reaches out for help and suggestions when needed.
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Stewardship
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We are crew, not passengers, and we uphold that ideal as we support each other in reaching our shared goals. 
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Every adult in our community is a teacher and a role model, and we model and implement EL Education design principles and core practices to the best of our ability in our roles.
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Advance the educational mission of the school by participating in duties and responsibilities consistent with building, upholding and promoting a strong Codman community.
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We actively value and solicit feedback in order to improve performance.
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In addition to core teaching responsibilities, all Codman staff members share responsibility for management and supervision of additional daily duties, including but not limited to breakfast, lunch, recess, crew, club, work block, and office hours. Duties will be distributed to ensure that all teacher schedules include: 
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30 minute lunch break per day
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4 hours of prep time per week (Monday through Thursday)
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Additional duties assigned by the supervisor.
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</ul>

Multi Language Learner/ English Lan (coverage for Leave)

<h3>Job Description</h3>
Job DescriptionDescriptionThe Teacher Assistant is responsible for assisting the Teacher with the care and education of a group of children as part of a teaching team. The Teacher Assistant assists with the planning and implementation of the Education Component objectives of the Performance Standards.&nbsp; The Teacher Assistant is responsible for promoting the mission of ABCD Head Start &amp; Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community.&nbsp; This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures.&nbsp; All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G.&nbsp; Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality. Key ResponsibilitiesESSENTIAL DUTIES:Teaching Practices Provides pre-school children with a joyful, nurturing, safe, healthy individualized environment and the varied experiences which help them develop socially, intellectually, physically, and emotionally in a manner appropriate to their age and stage of development in relationship to the overall goal of social competency.Observation, Planning and Documentation
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<li>Participate in the daily observations of children.</li>
<li>Participate in a minimum of two home visits and three parent/teacher conferences per family per year.</li>
<li>Participate in the development of and implementation of developmentally-appropriate lesson plans and individualized activities.</li>
<li>Participate in the development and implementation of written Individual Education Plans (IEP's) for children with special needs.</li>
<li>Engage in record keeping activities (e.g. keeping records of daily observations of children and of communication with parents).</li>
<li>Participate in Team meetings.</li>
</ul>
Additional Duties &amp; Tasks
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<li>Attends meetings as necessary.</li>
<li>Maintain the EEC requirements including child to staff ratios, classroom supervision, etc. Participates in the day to day operation of the classroom/center.</li>
<li>Provide classroom coverage in the absence of the Teacher or Lead Teacher.</li>
<li>Report to the Teacher or Lead Teacher regarding the daily implementation of classroom duties.&nbsp;</li>
<li>Report to the Program Director for all matters relating to terms of employment and center operations.</li>
</ul>
 Skills, Knowledge and ExpertiseSKILLS, ABILITIES &amp; KNOWLEDGE
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<li>Develop activities and strategies for involving parents in the educational aspects of the program in order to enhance their role as the principle influence in their child's education and development and increasing their knowledge and understanding of the skills and experiences in child growth and development.</li>
<li>Good interpersonal skills; work cooperatively as a member of a teaching team, with other program staff and parents.</li>
<li>Possess bilingual ability where appropriate.</li>
<li>Demonstrated knowledge and sensitivity to the education and socioeconomic needs of the children and families served in Head Start.</li>
<li>Ability to work with a culturally diverse low-income population.</li>
</ul>
Professionalism
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<li>Engage in ongoing staff development to expand professional skills.&nbsp;</li>
<li>Maintain professional boundaries in relationships with staff and families.&nbsp;</li>
<li>Maintain confidentiality of child and family information at all times.&nbsp;</li>
</ul>
Physical/Environmental Demands and Conditions&nbsp;The Teacher Assistant must have the capability to engage in the physical activities incident to the job, including without limitation, the capability to:
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<li>Lift and move pre-school age children.</li>
<li>Remain alert during naptime supervision.</li>
<li>Supervise and monitor children by sight and sound at all times.</li>
<li>Respond to children in the case of an emergency in order to ensure safety, such as the capability to react quickly and chase after a child if her or she runs toward danger or tries to leave the classroom.</li>
<li>Attend to the needs of children with disabilities, including physically challenged children.</li>
<li>Lift and move equipment and furniture as necessary to facilitate the execution of classroom activities.</li>
</ul>
 EDUCATION &amp; EXPERIENCE: High school diploma or equivalent required. Active Preschool Child Development Associate Credential; ECE Certificate or EEC Preschool Lead Teacher certified, or enrolled in a degree program leading to an Associates or Bachelor’s degree in early childhood education or related field, or enrolled in a CDA program to be completed within two years with experience teaching preschool age children.&nbsp; EEC preschool teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred. Benefits
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<li>Make a Difference: Every day, your work directly impacts the lives of thousands in the Greater Boston community, empowering them and making positive, lasting change.</li>
<li>Inclusive Environment: ABCD values the diversity of its workforce, with an inclusive culture that respects individuality and promotes collaboration.</li>
<li>Continuous Learning: We offer numerous training and development opportunities, ensuring our staff remain at the forefront of community action methodologies and strategies.</li>
<li>Comprehensive Benefits: At ABCD, we take care of our own, providing a competitive benefits package, including health coverage and retirement plans.</li>
<li>A Legacy of Impact: Join an organization that boasts a legacy spanning over half a century, consistently championing the rights and needs of our community's most vulnerable.</li>
<li>Teamwork &amp; Camaraderie: Be a part of a passionate team, united in their mission to combat poverty, and ensure every individual can reach their fullest potential.</li>
</ul>

4,157 Education Jobs in Cambridge, MA, USA