Author Archives: Jasper Zellmer

Babysitter Needed for 2 Year Old (Lexington)

Posted on by

This family is looking for afternoon care on weekdays and weekends for their 2-year-old son. The frequency would be about 3-4 times a month, if not more.

Job Description:

Primary responsibilities would be undertaking appropriate creative/educational/outdoor activities, reading to and with the child, reinforcing appropriate discipline, and tidying play areas. The house has two cats who are very friendly and won’t require any monitoring. No housework or meal prep required. They live within a 10 minute walk from Downtown Lexington.

Child is adventurous, friendly, creative, and is a ton of fun! He loves playgrounds, trucks and making new friends.

They are looking for someone who enjoys the company of toddlers, warm and kind with an adventurous spirit. A background in child development and/or experience babysitting would come in handy (though isn’t necessary). 

Requested Hours:  Thursdays and Fridays 3-6 and occasional Saturdays/Sundays from 12-4 or 4-6.

Pay: $20-$25 based on experience.

Start date: ASAP, through the rest of the semester, and hopefully next semester (and next year), too.


If interested, please email cassandre.voltaire@gmail.com or text 857-236-9015.

Babysitter Needed [Davis Square]

Posted on by

Afternoon Babysitting, 4yo and 6yo, 7 minute walk to Davis Square

Seeking an experienced babysitter to care for a 4 year old and six year old. The family is looking for someone who can do daycare and school bus pick-up from 3:30 – 5:00pm on Tuesdays, Thursdays, and Fridays in May and June. Potential for some full days in the summer or weekends if you are a good fit for each other. 


Pay: $25-28 an hour based on experience. 

If you’re interested please email Kara Vidal (A&S ’10) at vidalkiddocare@gmail.com and include: a) your childcare experience; b) whether you can commit to all Tuesdays, Thursdays, and Fridays in May and June; and c) whether you’d be interested in potential evenings, weekends, or summer days.

After School Staff [Arlington, Medford]

Posted on by

Ready, Set, KIDS! is now hiring after school staff for the 2025-2026 school year! Programs are designed for Kindergarten through 3rd grade students, and have locations in both Arlington and Medford (the Medford location is just a short walk from campus, on North St). Part-time positions are available for Monday-Friday 2-6pm. If interested, contact afterschool@ready-set-kids.com. 

Teacher Leader [Stoneham]

Posted on by

Teacher Leader/Co-Head of Mulberry Forest Montessori School

Are you a nature-loving Montessori leader committed to community care, accessibility, and land stewardship? Mulberry Forest Montessori (currently based in Stoneham, MA) seeks a Teacher Leader to co-lead a nature based Montessori Wildflower school. This role includes both teaching and collaborating on the administration and operation of a non profit independent school.

Your Role

In collaboration with founding co-Teacher Leader and the MFM Board, the co teacher-leader responsibilities include but are not limited to:

  • Co-Teaching
    • Co-teaching children ages 3-6; 6-9 or 9-12 using authentic Montessori methods infused with anti-bias, anti-racist practice
    • Maintaining online student observations, records, and data
    • Participating in professional development as liberatory Montessori leaders and co-teachers
    • Embracing a wide variety of seasonal conditions as pedagogical inspiration. 
  • Family Engagement & Support
    • Clearly and positively communicating with families (meetings, emails, calls, newsletters, family education events)
    • Marketing the school through deep community engagement, social media, and a website presence
    • Managing an inclusive admissions and enrollment process (tours, applications, admissions decisions, enrollment paperwork)
    • Managing scholarship programs and state subsidies
  • School Operations and Administration
    • Maintaining strong systems for financial management, human resources, licensing, and compliance 
    • Creating the annual school calendar and daily routine
    • Conducting ongoing evaluation of the program for continuous improvement and sustainability
    • Engaging in reflective peer evaluation of co teacher-leader
    • Selecting and reviewing curriculum for anti-racist, anti-bias content
    • Assessing weather conditions for determining indoor/outdoor balance.
    • Maintaining high air quality indoors, engaging with students and parents on public health best practices.

Experience 

  • At least 3 years of Montessori Lead Guide experience (ideal)
  • Montessori elementary I and II or primary credential required or willing to obtain
  • School administration or educational leadership experience preferred but not required

Hours & Benefits 

This is a full-time position. Salary is commensurate with experience. Mulberry Forest Montessori offers health benefits, paid vacation, sick leave, opportunities for ongoing professional development, and connection to the wider Wildflower community and supports.

Learn more here: https://docs.google.com/document/d/1fykmbZdn5ya_6_GAue-8899pi2A4GCUDhPZ7pQuuz7c/edit?tab=t.0

Babysitting Opportunity [Medford]

Posted on by

Description: Looking for a monthly/bi-monthly babysitter for our 4 and 2 year old daughters for date-nights! 
Location: Medford, close to Tufts
Pay: $25/hour
Schedule: Flexible- most likely Thursday/Friday or Saturday night about once or twice a month. 
Responsibilities: 
– Bedtime routines, we will most likely put them down and then leave but potential to do bedtime routine! – No need to cook or clean – We have a lovely 3 year old dog who is very friendly 🙂
Contact: Sarah Vendola 978-790-7296

Special Education Teacher: Language Based [Andrews Middle School, Medford]

Posted on by

Job Description: Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district-approved curriculum; documenting teaching and student progress/activities, and outcomes; addressing students’ specific needs; providing a safe and optimal learning environment.

Teach and case manage a small classroom of students requiring direct, appropriate individualized and small group instruction, based on IEP goals and objectives, within a highly supported setting. There is a strong focus on self-management skill development to prepare students for academic success. Experience working with students with social-emotional-behavioral needs is a must for this position. A strong background in design and implementation of math curriculum for students with learning differences, as well as experience with organizational skill development is essential to this position. Applicant must hold a Massachusetts Moderate Disabilities PK-8 or 5-12 license. Experience with rule-based reading instruction, such as Wilson, OG or LMB is preferred. Applicants can contact our principal at jskane@medford.k12.ma.us or apply via this link to the job posting.

School Psychology Jobs and Internships in NC

Posted on by

RESOURCE: There is a website with school psychology job postings and a compiled list of internships available in North Carolina for the 25-26 school year. Most of the internship positions offered in NC are paid, and many also offer benefits.

Questions? Contact: Megan Cardin, School Psychology Consultant at Megan.Cardin@dpi.nc.gov or 984-236-2812

Graduate Internships for Office of Campus Life

Posted on by

Interested applicants for either position should apply on Handshake or send a resume & cover letter to Alexa Erb (alexa.erb@tufts.edu) by March 31st.

  1. Graduate Intern for Operations Position Description (click to read more)

Compensation:
• $12,000.00 stipend paid out weekly
• $100 JumboCash per semester

Hours:
• 18 hours per week split between work days based on the intern’s academic schedule.
• Additional nights and weekends will also be required. University holidays and school breaks will be recognized.
• This position begins in early August and ends mid-May, following Senior Week.
• Please note attendance at student staff fall & spring training are mandatory. (Associate Director will share specific dates as soon as they are confirmed)
• Exact start and end dates will be determined with the OCL Associate Director for Operations.

Position Details: (see more in position description above)
The Office for Campus Life seeks a graduate intern for Operations who: brings a positive attitude to their work, has a passion for understanding social justice in student affairs, takes pride and responsibility for their role and job responsibilities, enjoys working independently and in team environments, is a creative problem solver and with strong attention to detail, has a willingness to learn and flexibility to adapt to different situations that evolve over the year, and has excellent communication skills both verbal and written.

2. Graduate Intern for Student Engagement Position Description (click to read more)

Compensation:
• $12,000.00 stipend paid bi-weekly
• $100 JumboCash per semester

Hours:
• 18 hours per week split between three days based on the intern’s academic schedule.
• Additional nights and weekends will also be required. University holidays and school breaks will be recognized.
• This nine-month position begins mid-August and ends mid-May, following Senior Week.
• Exact start and end dates will be determined with the Associate Director for Campus Life.

Position Details: (see more in position description above)
The Office for Campus Life seeks a graduate intern for Student Engagement who: brings a positive attitude to their work, has a passion for understanding social justice in student affairs, takes pride and responsibility for their role and job responsibilities, enjoys working independently and in team environments, is a creative problem solver and with attention to detail, has a willingness to learn and flexibility to adapt to different situations that evolve over the year, and has excellent communication skills both verbal and written.

School Psychologist 2024-2025 [Lincoln Public Schools]

Posted on by

Lincoln, MA is a residential suburb located 12 miles northwest of Boston. The community is rich in history with a strong tradition of citizen participation. The school district serves students in grades pre-kindergarten through eight. In addition to the K-8 Lincoln School, the district operates the Primary School and Middle School at Hanscom Air Force Base as well as an integrated Preschool. Lincoln has a long tradition of educational excellence and strives to offer innovative, student-centered instruction in an inclusive setting with small class sizes. As a founding member of the METCO Program, Lincoln has maintained its commitment to diversity and multi-cultural education.

Primary Purpose: To support and advise students, staff and parents regarding emotional, behavioral, and academic growth of students, grades pre-K-8 and to evaluate students for educational disabilities, as well as, support general and special education eligibility processes.

Duties and Responsibilities

Consultation:

  1. Advise and assist teachers, other professionals and parents regarding student learning profiles, accommodations, and program modifications to manage challenging student situations and to facilitate appropriate behavior and learning.
  2. Consult with parents, outside service providers and state agencies to facilitate cohesive services and resource coordination for students.
  3. Assist families with identifying supports and strategies to address challenges presented by students with serious emotional disabilities.
  4. Participate on Instructional Support Teams, upon Principal’s request, focusing on social, emotional, and behavioral functioning of students.
  5. Advise administrators on matters relating to student behavior and safety.
  6. Promote appreciation and support for human diversity.

Evaluation:

  1. Administer psychological, social and emotional, and academic assessments, interpret data, assist with determining the disability status of students, write reports and make recommendations to enhance student’s educational experience.
  2. Conduct Functional Behavior Assessments and support staff with the development of Behavioral Intervention Plans as necessary.
  3. Participate on TEAM Evaluation and Section 504 Accommodation Plan processes. 

Intervention:

  1. Support students so that they understand troubling issues and situations.
  2. Participate in crisis intervention and advise administrators regarding intervention plans and related issues.
  3. Counsel students individually and in groups focusing on behaviors that affect educational progress and the development of coping strategies.
  4. Provide short-term or crisis counseling for “at risk” students.
  5. Develop cohesive approaches to support students with mental health issues.
  6. Contact state agencies (i.e., DCF, DMH), and outside therapists and hospitals, as necessary, to gather information, collaborate with planning and make necessary referrals for programs and services.
  7. Serve as liaison, as assigned, for students on IEPs and 504 Accommodation Plans.
  8. Collaborate with district administration to plan and provide parent/guardian and staff education programs.

Other:

  1. Serve on school and system-wide mental health teams.
  2. Complete documentation necessary for TEAM and Section 504 Accommodation Plan processes to include social emotional/ behavioral goals for the IEP.
  3. Document necessary student situations as required by the state (i.e., 51A process).
  4. Perform other responsibilities as assigned by the Administrator for Student Services or the Building Principal.

Qualifications

  • Masters degree from an accredited college or university
  • Licensed as a School Psychologist by the Massachusetts Department of Elementary and Secondary Education
  • Strong oral and written communication skills
  • The ability to administer, interpret and report on educational assessments, psychological assessments (cognitive and projective instruments)
  • Demonstrated understanding on the processes and regulations which govern the special education process
  • The ability to work on a multi-disciplinary team using a collaborative decision-making process to reach consensus
  • Other requirements that may be determined by the Administrator for Student Services or the Building Principal. 

Any questions can be directed to Lisa Berard , Administrator of Student Services, lberard@lincnet.org

MORE INFORMATION AND APPLICATION: https://www.schoolspring.com/jobdetail?jobId=4980683

School Psychologist 2024-2025 [Lincoln Public Schools]

Posted on by

Lincoln, MA is a residential suburb located 12 miles northwest of Boston. The community is rich in history with a strong tradition of citizen participation. The school district serves students in grades pre-kindergarten through eight. In addition to the K-8 Lincoln School, the district operates the Primary School and Middle School at Hanscom Air Force Base as well as an integrated Preschool. Lincoln has a long tradition of educational excellence and strives to offer innovative, student-centered instruction in an inclusive setting with small class sizes. As a founding member of the METCO Program, Lincoln has maintained its commitment to diversity and multi-cultural education.

Primary Purpose: To support and advise students, staff and parents regarding emotional, behavioral, and academic growth of students, grades pre-K-8 and to evaluate students for educational disabilities, as well as, support general and special education eligibility processes.

Duties and Responsibilities

Consultation:

  1. Advise and assist teachers, other professionals and parents regarding student learning profiles, accommodations, and program modifications to manage challenging student situations and to facilitate appropriate behavior and learning.
  2. Consult with parents, outside service providers and state agencies to facilitate cohesive services and resource coordination for students.
  3. Assist families with identifying supports and strategies to address challenges presented by students with serious emotional disabilities.
  4. Participate on Instructional Support Teams, upon Principal’s request, focusing on social, emotional, and behavioral functioning of students.
  5. Advise administrators on matters relating to student behavior and safety.
  6. Promote appreciation and support for human diversity.

Evaluation:

  1. Administer psychological, social and emotional, and academic assessments, interpret data, assist with determining the disability status of students, write reports and make recommendations to enhance student’s educational experience.
  2. Conduct Functional Behavior Assessments and support staff with the development of Behavioral Intervention Plans as necessary.
  3. Participate on TEAM Evaluation and Section 504 Accommodation Plan processes. 

Intervention:

  1. Support students so that they understand troubling issues and situations.
  2. Participate in crisis intervention and advise administrators regarding intervention plans and related issues.
  3. Counsel students individually and in groups focusing on behaviors that affect educational progress and the development of coping strategies.
  4. Provide short-term or crisis counseling for “at risk” students.
  5. Develop cohesive approaches to support students with mental health issues.
  6. Contact state agencies (i.e., DCF, DMH), and outside therapists and hospitals, as necessary, to gather information, collaborate with planning and make necessary referrals for programs and services.
  7. Serve as liaison, as assigned, for students on IEPs and 504 Accommodation Plans.
  8. Collaborate with district administration to plan and provide parent/guardian and staff education programs.

Other:

  1. Serve on school and system-wide mental health teams.
  2. Complete documentation necessary for TEAM and Section 504 Accommodation Plan processes to include social emotional/ behavioral goals for the IEP.
  3. Document necessary student situations as required by the state (i.e., 51A process).
  4. Perform other responsibilities as assigned by the Administrator for Student Services or the Building Principal.

Qualifications

  • Masters degree from an accredited college or university
  • Licensed as a School Psychologist by the Massachusetts Department of Elementary and Secondary Education
  • Strong oral and written communication skills
  • The ability to administer, interpret and report on educational assessments, psychological assessments (cognitive and projective instruments)
  • Demonstrated understanding on the processes and regulations which govern the special education process
  • The ability to work on a multi-disciplinary team using a collaborative decision-making process to reach consensus
  • Other requirements that may be determined by the Administrator for Student Services or the Building Principal. 

Any questions can be directed to Lisa Berard , Administrator of Student Services, lberard@lincnet.org

MORE INFORMATION AND APPLICATION: https://www.schoolspring.com/jobdetail?jobId=4980683