Student Teacher Jobs in Hampton, NH

*This is a long-term substitute assignment starting January 2025. Lynn Public Schools is guided by its mission, vision, and core values. Mission - The Lynn Public Schools commits to providing our students with a safe inclusive learning environment that inspires and promotes individual academic and personal growth. Vision - Drawing upon the strength of our community, our families, our students, and our partners, Lynn Public Schools commits to supporting the intellectual, vocational, academic and social-emotional success of all of our students. We create equitable conditions for all students to thrive in a global society. With a focus on equity, excellence, and innovation, the district serves 17,193 students across 28 schools. Core Values - The Lynn Public Schools community celebrates that we live in a rapidly changing, increasingly diverse and connected world. In our partnered effort to prepare students for this world, we are equally committed to: Inclusiveness Shared responsibility Collaborative relationships High expectations Inspiring life-long learning JOB DETAILS Lynn Classical High School is looking for Mathematics teachers to be a part of its community. The candidate for this position will have experience with lesson planning, assessing, using data to direct instruction, and providing students with regular feedback about their progress towards learning goals. The Lynn Public Schools curriculum is based on the MA Curriculum Frameworks, and the teacher will have knowledge about the standards and their progression in order to plan effective standards-based lessons. The teacher will be responsible for following the district's curriculum map. Specific job details, including grade level, course, and class organization, will be shared by the principal. QUALIFICATIONS: Massachusetts Department of Elementary and Secondary license in the specific subject area(s): Math 5-12 Bachelor's Degree from an accredited college or university; Master's Degree preferred. SEI Endorsement as applicable Additional content area licensure is encouraged Licensure requirements and validity are subject to change at the discretion of DESE Knowledge of current education legislation/regulations Ability to work effectively with teachers, support staff, and parents and advocate for children in order to effectively problem solve Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders Experience in an urban district/setting preferred An understanding of the concepts of institutional and structural racism, and bias, and their impact on underserved and underrepresented communities Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice PERFORMANCE RESPONSIBILITIES: Planning and implementing standards-based lessons with clear objectives Providing appropriate and effective learning experiences for students from a wide range of socio-economic levels and cultural backgrounds Designing and demonstrating differentiated instruction to meet the needs of all students. (Modify, scaffold, etc. for Special Education and English Learner Education) Using a variety of formal and informal assessments to accurately measure student progress toward mastery of grade-level standards and to modify further instruction. Providing a motivating and stimulating, safe and supportive learning environment Adapting Math lessons for individual, small group, and remedial instruction to meet the needs of identified students or subgroups of students Developing and maintaining pupil-teacher relationships conducive to effective teaching and learning Maintaining a growth mindset Establishing and maintaining standards of student behavior Participating in school-wide and department-wide professional development activities Establishing and maintaining effective working relationships with students, parents, staff and the community, including collaborating with colleagues on curriculum, lesson and assessment design Using computers and other technology to support student learning in and out of the classroom 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 Insurance. Life Insurance, Flexible Spending Plan (FSA) as well as Short Term Disability and Long-Term Disability are available on a voluntary basis. Please see the website: City of Lynn for more details. 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 on the basis of sex, sexual orientation, gender identity, sex stereotypes, sex characteristics, marital status, familial status, pregnancy or pregnancy-related conditions, 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 or any other consideration made unlawful 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

Phaxis is seeking a skilled Elementary and Middle School Special Education Teacher for Schools near Revere MA for the 2024-2025 School Year! Option to renew for the following school year! At Phaxis, our focus is to establish a strong partnership with you to plan and guide your next significant career advancement. Job Details: Contract Elementary Special Education Teacher for Schools near Revere, MA 2024 - 2025 School Year with option to renew! Full Time Position, Regular School Hours (Mon-Fri) Caseload: Grades Pre-K-8 Experience/Requirements: School Based Experience is Preferred Experience in a Pediatric Setting is Preferred MA Special Education Licensure from DESE Benefits: First Day Health Benefits Referral Bonus Paid Weekly Responsibilities Develop and implement individualized education programs (IEPs) tailored to meet the unique needs of each student. Manage classroom behavior and create a supportive learning environment for students with developmental disabilities. Collaborate with parents, teachers, and specialists to monitor student progress and adjust strategies as needed. Provide instruction in literacy and math while incorporating specialized teaching methods. Conduct assessments and maintain accurate records of student performance and development. Advocate for students' needs and ensure compliance with special education regulations. More Information Upon Request!! For immediate consideration or information about job details/pay, please send your updated resume to ******************* OR mobile: call/text ************ Jerrica Rodgers- Recruitment Consultant - Phaxis Education Services We encourage all qualified candidates who are passionate about making a difference in the lives of children with special needs to apply.

Onward Search is a specialized education staffing and talent solutions organization that helps educators, therapists, and school health professionals find meaningful new opportunities with the nation's top school districts. We are currently seeking a compassionate and dedicated Special Education Teacher for a contract this school year in Essex County, Massachusetts. In this role, you will be responsible for supporting students with diverse learning needs in an elementary school setting. You will provide individualized instruction and support to these students to foster academic, social, and emotional growth while collaborating with general education teachers, support staff, and families to ensure a cohesive approach to student learning. This is an excellent opportunity to utilize your skills and talents to make a significant impact on students' lives. Location: In-person (no hybrid or remote options) Weekly Guaranteed Hours: 40 hours/week Grade Levels: Elementary school, 2nd-5th grade Qualifications: Bachelor's degree in Early Childhood Education, Special Education, or related field. Teaching certification in Special Education in the state of MA. What We Offer: Competitive pay and benefits package. Guaranteed weekly hours. Access to a wide network of schools and districts for diverse placement options. Streamlined hiring process to get you started quickly. Ongoing communication and advocacy throughout your placement. Personalized support from dedicated recruiting professionals. Opportunities for professional growth and development. Why Apply: If you are passionate about making a positive impact in the lives of students and possess the qualifications we are looking for, we encourage you to apply today! This is a rewarding opportunity to contribute to the development of future generations while being a part of a collaborative, innovative, and student-centered team. Submit your application today, we can't wait to hear from you!

Pingree School is a dynamic and aspirational, independent, all-gender day school on the North Shore of Boston, located on a beautiful 100-acre campus in South Hamilton, where approximately 385 students in grades 9 through 12 solve problems, build community, and learn how to learn. Pingree School empowers every community member to pursue knowledge with courage and imagination, thrive in joy and challenge, and create a more just and equitable world. Committed to developing global citizens, Pingree actively seeks faculty, staff and students of character and intelligence from diverse social, ethnic, and socio-economic backgrounds. Pingree School seeks two mathematics teachers for parental leave coverage for the 2025-2026 academic year from September through December: One position is teaching four sections of mathematics; One position is teaching three sections of mathematics. Candidates should be able to cover content through Precalculus. In addition to the teaching load described above, responsibilities will include submitting student grades and narrative comments at the midpoint and end of the trimester, contributing to student review meetings, and participating in math department meetings. There is no co-curricular or advisory requirement for this role. Pingree has an integrated program for the first three levels of mathematics. Teachers stress a balanced approach to problem solving where students are encouraged to explore topics algebraically, geometrically, numerically, and verbally. The math department emphasizes collaborative learning in the classroom that simultaneously holds students to high individual expectations. The successful candidate will have a strong background in mathematics. We seek candidates who will enjoy the process of using original course materials and will be eager to participate in a “course team” that collaborates regularly to ensure as common an experience as possible for students within each course. Candidates must exhibit a passion for their subject matter, as well as a commitment to working with adolescents both inside and outside of the classroom. Candidates should specify whether they are applying to the 4-section position, the 3-section position, or would like to be considered for either position. Please submit a cover letter, resume, and contact information for two professional references to Ms. Laura Ogden, Director of Human Resources and General Counsel, at *******************. Pingree School is proud to be an Equal Opportunity Employer. The school does not discriminate against applicants or employees on the basis of their race, sex, pregnancy or pregnancy-related condition, color, religion, national origin, age, ancestry, sexual orientation, disability, gender identity or expression, veteran or active military status, genetics or any other category protected by state, federal or local law.

. EMPLOYMENT IS SEASONAL AND TEMPORARY** PROGRAM DESCRIPTION: The '5th Quarter' program aims to provide equitable access to high-quality academic and enrichment opportunities for students across Boston, utilizing the city's resources as an extended classroom. The program is designed to offer students an enriching and engaging summer experience that fosters increased school engagement, positive social, emotional, and academic growth, stronger relationships with peers and adults, and enhanced college and career readiness. REPORTS TO: Position reports to the program's Site Coordinator, who works in close collaboration with the BPS Office of Expanded Learning Opportunities. When you are hired to work at the 5th Quarter Summer Learning program, you are committing to the entire duration of the program. This means that your assignment may involve working at different sites, as staffing needs arise. Flexibility in location is an essential requirement of the position, should you be the successful candidate for this position and accept the job offer, you agree to be available for reassignment to various sites as needed throughout the program. PROGRAM SCHEDULE: Dates: July 7th-August 8th, with July 7th being a 4 hour on site professional development day Instructional Hours: 4 hours/day for 24 days of programming The in-person instructional hours for students in 5th Quarter Summer Learning Academies vary by program. Teachers in Community Based programs will be allocated up to 4 hours per day at their sites, which must include 3 hours of direct academic instruction. RESPONSIBILITIES: The 5th Quarter Summer Learning Academy Teacher (Community Based) is responsible for planning, implementing, and assessing high quality, engaging academic and enrichment programming for all students. The teacher will be responsible for delivering a minimum of 3 hours per program day of academic instruction covering grade-level standards. Summer Learning Academy Teachers provide students with rigorous instruction that demonstrates the BPS core competencies for effective teaching listed below. Due to the short duration of summer programs and the critical need to boost student learning during this time, it is particularly important that teachers in BPS summer programs: Prepare and deliver a minimum of 3 hours of cognitively-demanding lessons, assignments and enrichment activities per day of summer programming Provide notes and feedback on individual students, administer assessments and complete surveys relevant to program goals and student outcomes. Differentiate instruction so that all students complete rigorous academic work. Establish a productive learning environment and classroom culture in which all students are respected. Understand and implement culturally and linguistically sustaining practices. Work with the site coordinator to maintain timely student attendance and progress records. Work with site coordinator and other program staff to ensure all outcome goals are on track to be met, including academic outcomes and social-emotional skill development outcomes. Provide students, families, site coordinators and program staff with relevant and timely data. Oversee classroom management; enforce discipline code. Care for program materials and resources. Perform other related duties as requested. CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: Accountability for Student Achievement Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort. Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks. Display passion and optimism about students, content, and the teaching profession. Communicating Content Knowledge Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires. Demonstrate understanding of how subject matter applies in real-world settings and connects to other content areas and relevant standards. Convey content in creative and engaging ways that align to standards. Equitable & Effective Instruction Scaffold and differentiate instruction so that all students do complex thinking and rigorous academic work. Use instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation. Build a productive learning environment where every student participates and is valued as part of the class community. Actively create and maintain an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. Engage with families and build collaborative, respectful relationships in service of student learning. Regularly reflect on practice, seek and respond to feedback, and demonstrate self awareness and commitment to continuous learning and development. Participate in and contribute to a collaborative adult learning community. QUALIFICATIONS - REQUIRED: Bachelor's degree. At least 1 year of formal teaching experience. Willing to explore student learning in a non-traditional setting and connect student learning through project-based, experiential learning. Experience with working with a diverse population of students, especially historically marginalized student groups, such as Black and brown students, students with disabilities, and English Language Learners. A fierce commitment to equity. An understanding and commitment to the implementation of the district's Culturally and Linguistically Sustaining Practices (CLSP) framework. Willing to work in close collaboration with a non-profit with shared goals in a student centered, school-aligned, results-focused initiative. Demonstrated ability to meet the Core Competencies of Effective Teaching established by the Boston Public Schools as outlined above. Current authorization to work in the United States. Candidates must have such authorization by their first day of employment. QUALIFICATIONS - PREFERRED: Massachusetts teaching license in the appropriate area. Current teacher in the Boston Public Schools. Experience working in a BPS summer learning program. 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. Specialization and/or licensure in Special Education and/or English as a Second Language Required for Application Resume Cover Letter - please include a detailed cover letter that includes your qualifications for the position and your preferred program site if applicable Reference/recommendation Letter from a 5th Quarter school leader or program director TERMS: Hourly rate of $54/hr for direct instructional time and $40/hr for professional development and prep. Anticipated total of 96 hours of direct instructional time and 15 hours of non-instructional time including professional development, 30 minutes per day of pre-student arrival and post-dismissal time, and additional duties, for an estimated total amount of up to $5784. The individual who is hired to this position agrees to the 2025 BPS Summer Employment Terms . See BPS terms of employment for stipend dissemination guidelines (stipend includes pre-summer training and PD, on-site planning, summer programming, and any “wrap-up” duties). The individual who is hired to this position consents to electronic sign-in procedures on site, that is retained by BPS exclusively for audit and sign-in verification (payroll). Failure to report to work on a given day of instructional time will result in a loss of pay for that day. Site-specific job requirements, program hours, and training schedules are to be determined by the Summer Learning Academy program. Job offers are conditional and based on sufficient student enrollment/attendance. NONDISCRIMINATION POLICY The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work. Job Contact Heather McCormack, Deputy Director of Expanded Learning and Opportunities Email *********************************************

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. General Description: The Special Education Substantially Separate Classroom Teacher will assist special education students with specifically designed instruction, so that they may access the same education opportunity as their non-special education peers. The teacher will be responsible for communicating knowledge and skills to students in an interesting, stimulating, and effective manner. He or she will use a variety of instructional methodologies and curriculum resources to present material to students. The Special Education Substantially Separate Classroom Teacher will administer different forms of student assessments and plan their instruction for students based on the data from the assessments. Teachers will work to integrate technology into their teaching and professional activities. Duties and Responsibilities include: Write and adhere to lesson plans in accordance with the Massachusetts State Standards; Support implementation of school-wide performance standards and instructional methods; Implement core curriculum in accordance with grade level programs, pacing schedules and specific instructional model; Attend grade level meetings and support activities and goals of the teaching team; Collaborate with team on curriculum and student needs; Complete progress reports and report cards in a timely manner and conduct progress report conferences with families/guardians; Integrate technology into instruction; Participate in the pre-referral process of special education (Child Study Team); Assess educational needs of students by use of standardized tools (Woodcock Johnson, WIAT, Key Math), running records and other informal assessments; Prepare individualized education plans (IEPs); Attend IEP TEAM meetings as needed; Maintain complete records of reevaluation periods, required student documentation and parent communication; Collaborate with school based related service providers (Speech, OT, School Psychologists); Provide differentiated instruction to students; Support on-going professional interactions among all staff members; Communicate positively and objectively with all members of the staff; Communicate with parents professionally and continuously regarding student progress; Implement school, district and department policies. Qualifications: MA teacher license in Moderate Disabilities, Pre K - 8 Meet federal requirements under NCLB and meet the highly qualified status Three or more years of classroom teaching experience Experience working with the social/emotional/academic needs of children Knowledge of special education law as it relates to the IEP process and FAPE Master's degree in special education preferred

APPLY NOW TO BECOME A ROCKETEER! 'We think we're preparing kids for tomorrow. Kids just think it's cool!' We are seeking enthusiastic, motivated and talented individuals to work as a Lead Instructor in our Model UN, Mock Trial, Young Investors, and Debate week long summer camps..- 1 week POSITION (7/28-8/1) PAID training and curriculum provided! Spend the week with our AMAZING students having fun Work with students ages 8-14 Requirements: Instructors must be at least 21 years of age Current teaching certification or experience competing in college level mock trial, Model UN, or debate preferred Comfortable working with a group of 20 students independently Government, history, debate, ELA, and social studies teachers strongly encouraged to apply Experience coaching middle or high school academic teams highly preferred This is a one-week position Rate: $ 19 /hr - $ 24 /hr For more information see our website: ******************************** Who is Black Rocket? Black Rocket provides unique educational programs to children and young adults. Our distinct enrichment programs focus on the intersection of creativity and technology. Each course emphasizes self-empowerment, critical thinking, and creative problem solving through hands-on learning. Whether in the classroom or the cloud, we believe every student is unique in their ability and talents. Black Rocket's mission is to enhance student learning by igniting, unleashing and enhancing these distinct talents. Start your journey inspiring kids today! **We will only review applications submitted online. Please do not send information or submit inquiries via email or phone. We begin recruiting for summer in January and positions are filled on a 'rolling' basis. Experience and Skills Requirements: Instructors must be at least 21 years of age Current teaching certification or experience competing in college level mock trial, Model UN, or debate preferred Comfortable working with a group of 20 students independently Government, history, debate, ELA, and social studies teachers strongly encouraged to apply Experience coaching middle or high school academic teams highly preferred This is a seasonal position $ 19 /hr - $ 24 /hr Job Benefits Paid training! Potential opportunities to move into supervisory roles in future years Employee discounts available for select camps run by Black Rocket

A classroom teacher in ASRSD will implement engaging lessons that develop student understanding in a supportive classroom environment that fosters student belonging. Develop and deliver lesson plans aligned with Massachusetts curriculum standards using district-assigned curricular materials Assess student progress through various methods and use the information to adjust instruction Provide an equitable classroom environment by effectively meeting the individual needs of all students Regularly communicate with parents and guardians regarding student progress and behavior. Collaborate with peers and participate in professional development activities to enhance teaching skills and stay updated on educational best practices. Complete other duties as assigned by the building administration

THE WAYLAND PUBLIC SCHOOLS SEEK A 7tTH GRADE ELA MIDDLE SCHOOL TEACHER FOR A LEAVE OF ABSENCE Job Title 7th Grade ELA teacher Reports To Principal Work days/FTE 1.0 FTE Salary/Benefits Salary and benefits per the substitute guidelines Benefits Eligible? No Start Date 3/20/2025 through end of school year FLSA Status Exempt/Non-exempt WPS is a high-achieving west-suburban district of 2,800 students, with one preschool, three elementary schools, one middle school, and one high school. Our diverse student body hails from Wayland and Boston and is composed of 32% students of color and 68% white students, with 15% of our students having a first language other than English. We seek educators who embrace the diversity of our students and can lead our staff and students in attaining our district's mission: "Personal and civic responsibility, love of learning, and empathy for others; these are the qualities that the Wayland Public Schools seek to instill in its students. At its core, our mission is to provide a rigorous and stimulating academic environment that promotes the acquisition of knowledge and skills. Yet we deem it equally important to nurture self-confident, collaborative, and conscientious individuals. We strive to create a climate where risk-taking is safeguarded, open expression is encouraged, and free association is protected. Our goal is to advance our students' growth into principled, informed, and capable citizens who will help guide a democracy that follows humanitarian principles in the global forum, and shape a just society where individuals may reach their full potential." We welcome educators to our district who seek and thrive in a diverse environment that focuses on relationships, belonging, and excellence. Join us in our mission to support the diversity of our school community; implement equitable practices for all of our students, staff, and families; create meaningful connections that foster a sense of belonging; and provide an outstanding educational experience for students, staff, and families. QUALIFICATIONS * Citizenship, residency, or work visa required * Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints. Education: * Bachelor's degree in education or a related area required * Master's degree preferred Professional Certification: * MA DESE Licensure or eligibility 5-8 in applicable field * Dual licensure in Special Education or ESL highly desirable * SEI Endorsement Specialized Knowledge: * Knowledge of the developmental needs of pre/adolescents, including their academic, social, and emotional needs * Strong foundation in student-centered teaching theories and pedagogy in the Middle School model and in teaching in heterogeneous classrooms * Strong content-area knowledge and expertise * Working knowledge the Massachusetts Standards-Based curriculum and the principles of UDL * Working knowledge of SEL instruction and supports * Understanding of and commitment to the principles and practices of diversity, equity, belonging, and social justice Experience (preferred, but not required): * Experience teaching in a diverse public middle school preferred * Experience working with students with disabilities/special abilities preferred * Experience working with students who are English language learners preferred * Experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and PowerSchool preferred, but will train the right candidate * Demonstrated aptitude for work to be performed Specialized Skills: * Bilingual skills are desirable but not required * Spanish bilingual candidates are strongly encouraged to apply, as a dual-immersion program is in development at the middle school level. * Must have well-developed interpersonal and communication skills * Candidates must be able to multitask in a fast-paced, supportive environment * Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production Alternative degrees/experience may be substituted for the above at the discretion of the Superintendent, if such a substitution brings a strong candidate forward. ESSENTIAL FUNCTIONS OF THE JOB (not limited to) The information contained in this are illustrations of the various types of work performed and are not an exhaustive list of the duties performed for this position. The omission of specific statements of duties does not exclude them for the position if the work is similar, related, or a logical assignment to the position. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Job Goal: As the substitute classroom leader, the teacher is responsible for creating a welcoming and equitable learning environment. The teacher develops and implements learning experiences that create a sense of belonging and community, that foster curiosity, and support student achievement. Responsibilities: * Create an environment of belonging that is conducive to students' growth as learners and community members; * Embrace the diversity of the students and ensure that they all have equitable opportunities for learning and belonging; * Provide appropriate learning experiences in applicable content and SEL areas, guided by the Massachusetts Curriculum Frameworks and district standards and requirements; * Monitor students' understanding of the curriculum and strategically adjust instruction, materials, and assessments to meet the needs of students; * Keep current in the developments in the content area and pedagogy; * Hold high expectations for all students, provide appropriate support, and serve as a facilitator of student learning; * Actively participate in the accomplishment of the goals and priorities of their team/grade/PLC/school/district * Collaborate often and effectively with colleagues regarding curriculum, assessments, and meeting individual student needs; * Collaborate with colleagues in school counseling, special education, and ESL departments, as well as administration and clinical staff when necessary; * Work collaboratively and communicate effectively with families/caregivers to support students' academic and social-emotional development. * Work with district and school leadership to combat systemic barriers that limit student, family, and staff members' equitable access to opportunity * Any other relative duties as assigned. WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The employee must be able to perform the essential functions of the job satisfactorily and, if requested, reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of their job, absent undue hardship. While performing the duties of this job, the employee is regularly required to: * read material from a computer monitor as well as handwritten or printed matter with or without visual aids; * communicate with others so that information received and given is understood and accurately communicated; * communicate and collaborate effectively with students, parents, and other staff members in person, via video conference, on the telephone, and/or in writing; * remain in a stationary position for periods of time; * position oneself to maintain and access school/classroom/office materials; * move through the classroom, school, school grounds, office, and/or off-site locations. * operate a computer and other school/office/educational productivity machinery; * observe details at close range; * in the school setting, ensure the safety of students; * multitask and meet multiple demands from several people; * lifting up to and including 25 lbs * the noise level in the work environment is moderate to loud. SUPERVISORY RESPONSIBILITIES The substitute teacher has no supervisory duties other than to direct Teaching Assistants and support staff in their classroom. * The Superintendent reserves the right to re-advertise any and all positions. All "anticipated" positions are subject to cancellation or change. * The Wayland Public Schools is an equal opportunity employer which actively seeks to increase the diversity of its work force and does not discriminate on the basis of age, race, color, religion, creed, national origin, sex, gender identity, sexual orientation, disability, pregnancy and pregnancy-related conditions, physical and intellectual differences, immigration status, homeless status, or any other class protected by law. in admission to, access to, employment in, or treatment in its programs and activities. The Wayland Public Schools System is committed to maintaining a harassment-free school environment. Date Updated: 4/2/24

Demonstrate a thorough knowledge and competence of subject matter associated with teaching assignment. Assess the accomplishments of students on a regular basis and provide progress reports as required. Meet and instruct assigned classes in the locations and at the times designated. Prepare lessons for all content areas. Integrate technology into lessons to support student achievement. Develop and maintain a classroom environment conducive to effective learning within the limits of the resources provided by the school. Encourage students to set and maintain standards of classroom behavior. Strive to implement, by instruction and action, the district's philosophy of education and instructional goals and objectives. Take all necessary and reasonable precautions to protect students, equipment, materials and facilities. Maintain accurate, complete and correct records as required by law, School Committee Policy and administrative regulations. Assist in upholding and enforcing school rules, administrative regulations and School Committee policy. Accept a share of responsibility for supervising and monitoring both formal and informal non-classroom activities. Work to establish and maintain open lines of communication with students and their parents concerning both the broad academic and behavioral progress of all assigned students. Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence. Attend staff meetings, and serve on committees as required. Collaborate with other teachers and paraprofessionals as appropriate and necessary.

QUALIFICATION: * One or more years' experience teaching * Pre K-2 or Elementary 1-6 Certification DUTIES & RESPONSIBILITIES * Teaches district approved curriculum * Develops lesson plans and instructional material and provides individualized and small group instruction to adapt the curriculum to the needs of each pupil. * Translates lesson plans into developmentally appropriate learning experiences. * Communicates regularly with parents outside normal classroom day by means of newsletters, notes, phone calls, conferences, etc. * Establishes and maintains standards of pupil behavior to achieve an effective learning atmosphere. * Evaluates pupils' academic and social growth, keeps appropriate records and prepares progress reports. * Identifies pupil needs and makes appropriate referrals and develops strategies for individual education plans. * Provides individualized and small group instruction to adapt the curriculum to the needs of the student.

The 2025 Wolfram Summer School will be held in person in Waltham, Massachusetts, USA, at Bentley University. The Wolfram Summer School application is hosted by the Wolfram Research Recruiting system. Please fill out this form clearly and informatively. Admission to the Summer School is a multistep process. For answers to commonly asked questions, see our website. Please note: We want to hear from you, not from generative AI. Your application will be read by humans, some of whom work on LLMs and all of whom have seen a lot of LLM-generated text. The only thing we consider to be an acceptable use of LLM text generation is for language translation. If you intend to use a generative AI program, we would rather see your prompts than the LLM's responses. We value the content of your application over the presentation of that content. Once you have completed the application form, click "Submit Application." Fields marked with an * are required.

Intern/Student Teacher/Observer Location: Derry, NH, 03038 Skills Required: Currently studying to become an educator Passionate about teaching and learning Excellent communication and interpersonal skills Ability to work collaboratively with other educators Willingness to learn and take on new challenges Job Description: The Intern/Student Teacher/Observer will work closely with experienced educators to gain hands-on experience in the classroom. Responsibilities may include: Assisting with lesson planning and preparation Observing and participating in classroom instruction Providing one-on-one support to students Assisting with grading and assessment Attending meetings and professional development sessions This is an excellent opportunity for students who are passionate about teaching and learning to gain valuable experience in a supportive and collaborative environment.

BB&N offers competitive salaries and benefits and employs equitable and consistent compensation practices. Our compensation strategy prioritizes equity of pay for faculty with similar years of teaching experience. Starting full-time salaries for the 2025-2026 school year typically range from a starting salary of $69,000 to the median 20-year teaching experience salary of $101,701.00 Both of these salaries are exclusive of additional compensation granted to faculty with relevant advanced degrees. The starting salary for any hired candidate is based on experience within salary bands. Compensation for full-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 & dental insurance; commuter benefits; long-term disability insurance, and more. Start Date: August 2025 Reports to: Lower School Director Job Summary: BB&N is seeking a full-time Grades 1 & 2 Homeroom Teacher. The Grades 1 & 2 teacher is responsible for teaching English Language Arts, Mathematics, and Social Studies. Responsibilities also include creating and maintaining a positive classroom climate, involvement in curriculum development, evaluating each student's performance and growth, planning and presenting displays designed to exhibit students' work for the school community, working closely with other teachers in developing single discipline, and interdisciplinary learning experiences, preparing progress reports and conference with families throughout the year, and performing scheduled campus duties. Some additional responsibilities include but are not limited to, leading/co-leading Racial Justice Community Time and Rainbow Community Time, attendance at weekly faculty meetings, ordering of materials, tools, instructional aids, budget management, admissions work, Back to School Night presentation, and any other duties that may be assigned by the Administration. In addition, the Grades 1 & 2 teacher is expected to be committed to the following practices: Diversity, equity, and inclusion practices and the impact it has on the curriculum and the community. Engagement in critical reflection and ongoing anti-bias & anti-racist practices. Social-emotional learning Using the visual arts to expand on the thoughts and ideas of the students. Collaboration between adults in our community that evolves and advances practice. Documentation and assessment of learning in ways that make the learning visible. Understanding of Inquiry based-interdisciplinary research projects and the development of authentic and meaningful experiences that result in exemplary work (a students best work) and lifelong learning. Organization and use of materials within different disciplines in skilled and inventive ways to deepen learning. Installation of organized and aesthetically pleasing learning environments. Skills and Competencies: The ideal candidate should have a minimum of three years of teaching experience at the elementary school level, and an understanding of cognitive and social development for children at this age. Candidates should be well-versed in interdisciplinary curriculum, project work, and anti-bias curriculum. A Bachelor's degree is required and a Master's degree is preferred. In addition, the candidate should demonstrate: Joy working with elementary-aged students, and an understanding of child development for this age group Commitment to working in and fostering an inclusive community Knowledge and commitment around diversity, equity, and inclusion practices and the impact it has on the classroom climate and curriculum A desire to continue seeking professional development Excellent writing skills Ability to collaborate with colleagues inside and outside of the curriculum Ability to communicate effectively with students and families Curriculum design and assessment experience Ability to receive feedback To Apply:

About Shady Hill School: Since 1915, Shady Hill, a school of approximately 530 students (PreK - Grade 8) and 90+ faculty, has been a leader in progressive education. Shady Hill is a deeply mission-driven school. We seek to develop independent, joyful and curious learners who respect their own accomplishments and those of others. We strive to be a community whose values are strong and whose teachers are unafraid to engage students in important questions. The school's program allows children to explore their worlds and test their powers. As a school with a historical and contemporary commitment to social justice, we believe that an inclusive and equitable community is an educational and moral imperative that empowers us all. Therefore, we seek to hire teachers who demonstrate a mindset and skill set that prioritizes cultural competence, equity, and justice in their practice with students and in their work with colleagues. A hallmark of a Shady Hill education is the Central Subject methodology. Students in Grades 3-8 engage in an assigned Central Subject, an in-depth, integrated study of a particular time or people in history. The year-long study, which emphasizes strong content, the use of primary sources, understanding of multiple perspectives, acquisition of essential skills, and self-discovery, forms the core of our curriculum. Gradeheads (classroom teachers) are responsible for developing content and implementing instruction in social studies/history, language arts, and mathematics, working closely with the performing arts and visual arts faculty to integrate these disciplines. About the position: Shady Hill School is looking for an experienced Leave Replacement 2nd Grade Teacher (Gradehead) to cover a leave of absence from April 28, 2025 - December 19, 2025. At Shady Hill, Lower School Gradeheads are responsible for language arts/literature, social studies/history, and mathematics instruction for their classroom. In 2nd Grade, each classroom has one Gradehead and 15 students. Gradeheads are supported by a grade level Reading Specialist, and Department Teachers who are responsible for instruction in Library, Movement, Science, Music and Art. This is a full-time, in-person position. Based on the duration of the assignment, this position will be eligible for benefits including paid summer break (6/26/25 - 8/15/25) and insurance benefits. Specific Gradehead Responsibilities: Teach the year-long, grade level assigned Thematic Study / Central Subject which integrates instruction in language and literature, mathematics, science, music and art Beginners: Topics of Interest Kindergarten: All About Us Grade 1: Community Grade 2: The Charles River Grade 3: Whales and Whaling Grade 4: Ancient Greece Teach mathematics using the Illustrative Math curriculum with a focus on building student understanding Work closely and collaboratively with grade level team and department teachers Manage all classroom responsibilities, including implementing curriculum, differentiating instruction to meet the needs of all learners, utilizing a variety of approaches to teaching and assessing students Communicate regularly about student progress by writing reports, holding conferences with parents/guardians and meeting with other faculty and administrators to support the needs of individuals Monitor the social and emotional wellbeing, and academic achievement of students Serve as a full community member by attending weekly faculty meetings and performing weekly recess and dismissal duties, as well as volunteering for coverage duties when needed

Description: Part Time BEEP (Bedford Early Education Program) Paraprofessional, 7:30 - 10:45am. Mondays through Fridays and 11:15pm - 2:30pm Tuesdays through Thursdays. Available immediately. Job Summary: Memorial School is looking for a creative candidate with early childhood experience to work with children in our preschool BEEP Intensive Needs Program. In addition to maintaining confidentiality, the candidate should possess strong communication skills, be willing to take direction from case managers, and have the ability to understand and assist in implementing programming designed to meet the specific needs of students as outlined in their Individual Education Plans. Qualifications: High School Diploma, Paraprofessional Certification, Bachelor's degree preferred. Experience working with children. Application Procedure: Apply Online **************************************************************************************************************************************************************

Carney, Sandoe & Associates, an education recruitment firm, is currently seeking a French Teacher for the 2025-2026 school year at a private and independent school in Boston, MA. French Teacher Responsibilities: Developing lesson plans and curricula based on the needs of individual students. Providing conversational classes where pronunciation and important words and phrases are taught. Willingness to teach multiple sections of middle and high school French. Conducting research on teaching methods, materials, and language games that can be used in class. Scheduling and preparing students for oral and written examinations. Monitoring student's progress by writing up reports and grading assessments. Organizing feedback sessions with students and their parents if applicable. Organizing fun events where students can showcase their French language skills. French Teacher Requirements: Bachelor's or Master's degree in French or an equivalent may be required. Proven written and verbal proficiency in French. Experience in additional languages preferred, but not required. 2-5 years of previous teaching experience. No teaching license or credential is required. Strong interpersonal as well as written and verbal communication skills. A desire to be involved in extra-curricular activities as well as the broader school community. Well-organized and able to handle multiple responsibilities. Detail-oriented and resilient. Potential Benefits: Compensation and benefit packages are competitive but will differ by school and will typically depend on geographic location, your experience, and your level of degree. 💵 Competitive pay 🧠 Professional Development Opportunities ✏️ Classroom Resources 🏥 Medical, dental and vision insurance 😃 401(k) plan - Employer match ⛱️ Paid holidays, vacation and personal time 🏠 Housing (boarding schools) About CS&A Our job placement service is free to job seekers. By getting to know you personally -- beyond just your resume -- we connect you directly with hiring schools whose open positions match your specific requirements (location, school type, position type, etc.) and skills, saving you the time of sorting through hundreds of job postings and getting lost in a pile of resumes. More importantly, as an educator you deserve to have someone on your side who can help you find a position in a school community where you'll thrive. That's our mission. We have positions available throughout the United States and abroad including but not limited to: Boston, New York City, Washington, D.C., Philadelphia, Baltimore, Charlotte, Atlanta, Miami, Houston, Dallas, Cleveland, Detroit, Chicago, Pittsburgh, Denver, Phoenix, Seattle, Portland, San Francisco, and Los Angeles. Carney Sandoe does not discriminate on the basis of physical handicap, sex, race, creed, color, sexual orientation, gender identity, or national or ethnic origin in administration of its services, consulting, events, professional development, or other programs.

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: The 6th Grade Teacher will be responsible for communicating knowledge and skills to students in an interesting, stimulating, and effective manner. Will use a variety of instructional methodologies and curriculum resources to present material to students. The Teacher will work as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities. The 6th Grade Teacher will administer different forms of student assessments and plan their instruction for students based on the data from the assessments. Major Responsibilities: Teaches reading, language arts, mathematics, science, by using the district curriculum and other appropriate learning activities 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 provide 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, evaluate their job performance. Assists students, individually or in groups, with lesson assignments to present or reinforce learning concepts Works under the general supervision of the Upper School Director and or other designated administrator Strive to maintain and improve professional competence. Attend staff meetings and serve on staff committees as required. Morning Duty: Includes active supervision of hallways and classrooms. Afternoon Duty: Includes active supervision of the dismissal process. Additional duties may be assigned without additional compensation or stipend Qualifications: Bachelor's Degree 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 1-6 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).

Lynn Public Schools is guided by its mission, vision, and core values. Mission - The Lynn Public Schools commits to providing our students with a safe inclusive learning environment that inspires and promotes individual academic and personal growth. Vision - Drawing upon the strength of our community, our families, our students, and our partners, Lynn Public Schools commits to supporting the intellectual, vocational, academic and social-emotional success of all of our students. We create equitable conditions for all students to thrive in a global society. With a focus on equity, excellence, and innovation, the district serves 17,193 students across 28 schools. Core Values - The Lynn Public Schools community celebrates that we live in a rapidly changing, increasingly diverse and connected world. In our partnered effort to prepare students for this world, we are equally committed to: * Inclusiveness * Shared responsibility * Collaborative relationships * High expectations * Inspiring life-long learning QUALIFICATIONS: * Bachelors Degree * Strong desire to work with students in an urban setting * Ability to work effectively with teachers, support staff, and parents and advocate for children in order to effectively problem solve * Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders * May be eligible for long-term sub position with a minimum of a BA Educator Building Substitutes work 180 days during the school year. The rate of pay is $175 per day. Educator Building substitutes are eligible for health, dental, and Life insurance benefits. Lynn Public Schools offers a competitive HMO and PPO benefit package with Harvard Pilgrim and Altus Dental. Educator Building Substitutes will receive 5 sick days and 2 personal days on the first day of every school year. An offer of employment is contingent upon successful completion of 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.