Babysitter – College Ave – near Tufts

We live right near Tufts (on College Ave between Powderhouse and Davis) and are hoping to find a babysitter for date nights. We would also love to find some local students that would be interested in watching our son in the early evenings and when we occasionally get stuck working late.

Our son recently turned one, and is super curious about the world. He loves music, walking and bath time.

We’d love to meet some responsible students in the area that would be interested in last minute babysitting opportunities, as we don’t have any family in town to help out when our schedules get crazy.

If you’re interested, we’d love to chat.


Phone: 617.501.6927 (call or text)

Home-Based Part-Time Caregiver or Nanny for Young Woman; Special Education or ABA experience Preferred

Job Description:

Looking for a part-time, after-school special educator, nanny or caregiver to be a team member for a 22 year-old woman with intellectual disability and epilepsy living with her family in Belmont.

You would be part of a team, which provides 7 day per week coverage. We are looking to cover Monday and/or Friday evening shifts (as early as 2:30 pm, but later available) through 9:30 pm, and one overnight weekend per month (Friday 5 pm through Sunday 12 noon).

Salary is $25 – $35 (commensurate with experience) for daytime and evening hours. Stipend for overnight sleeping shifts.

Annual bonus. 2 year commitment required.

Job Responsibilities:

  • Provide assistance with basic daily routines (dressing, grooming, personal hygiene)
  • Administer daily medications
  • Plan and initiate extracurricular activities, outings and carry out learning objectives
  • Assist with bedtime routine
  • Able to structure time and be organized
  • When overnight, ability to administer seizure medications, when needed
  • Need to be comfortable with person having seizures
  • Be kind, compassionate and passionate about helping people with disabilities

Job Requirements:

  • Candidates with ABA experience and Bachelor’s degree highly preferred.
  • Compassionate and passionate about helping people with disabilities
  • Dedicated and reliable
  • Personal means of transportation with reliable vehicle
  • Comfortable with a person having seizures (training will be provided)

If interested, please submit resume to and include that you were referred by Teresa Lacks and Ashley Dion from Tufts University.

Babysitter – Arlington

We are looking for a babysitter for our 9- and 12-year-old children from 2:15-6/6:30 on Wednesdays and one other afternoon per week (and more over the summer). Our rate is $15-20/hour. Our children are mostly self-sufficient, but need an adult around, and occasionally need to be driven somewhere. We are located in Arlington. Requirements: excellent references, clean driving record, non-smoking, kind hearted, and sense of humor. You can contact Rebecca Arnold at

Short-Term Babysitter April – June, Medford

We are looking for a nurturing short-term nanny/babysitter for our daughter. She will be 4 months old when you to start. I am a teacher and will be home with our daughter over the summer. We are looking for a short-term nanny from April through June. We live in Medford and would like our daughter to be cared for in our home since she is still so young. We would want the nanny to take care of our daughter’s needs: feeding her, changing her diapers, giving her naps, engaging her by reading books, singing songs, taking walks, playing, etc.

We need a nanny/sitter Mondays, Wednesdays, Thursdays, and Fridays from 8 am until 4:30 pm. Pay $15-$25/hour depending on experience.

If you are interested but want to work all 5 days a week, and/or do not have transportation, and/or have class one time a week we are wiling to accommodate if you are the right fit for our family.

If you are interested please contact:

Sheila Freed-Pastor:

Long Term Substitute Teacher Position – Boston Public Schools

THIS IS A LONG TERM SUB POSITION that is expected to start on 2/25/2019 and end on 6/3/2019.

Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website (

Boston Public Schools seeks an exceptional SPECIAL EDUCATION/SEVERE DISABILITIES AUTISM TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.  In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.  BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

Reports to:  Principal/Headmaster


Teach:  Special Education Classroom

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:

  1. Accountability for Student Achievement

(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

  • Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort
  • Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
  • Passionate and optimistic about their students, their content, and the teaching profession
  1. Communicating Content Knowledge

(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

  • Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
  • Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
  • Can convey content in creative and engaging ways that align to standards
  1. Equitable & Effective Instruction

(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

  • Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
  • Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
  • Builds a productive learning environment where every student participates and is valued as part of the class community
  1. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
  1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

  • Engages with families and builds collaborative, respectful relationships with them in service of student learning
  1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)

  • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
  • Seeks to participate in and contribute to a collaborative adult learning community.


  1. Hold a Massachusetts Teaching License in Severe Disabilities (All Levels).
  2. Meet  all state and federal guidelines in order to be fully licensed and “Highly Qualified”.
  3. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
  4. Hold a Bachelors degree
  5. Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.


  1. Experience teaching in urban schools.

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.

Seeking Tutor for Sixth Grade boy – Somerville

Seeking a tutor for our sixth-grade son, Liam

Basic responsibilities

  • Though much of this can be done by phone/computer/Skype, ideally, we’re looking for somebody to also meet with Liam in person once a week for an hour or so.
  • In-person meetings can be used for longer homework assignment reviews and provide an opportunity to connect.
  • We’d like the tutor to work with Liam through the end of the school year (mid-June), and over time also serve as a mentor. If schedules permit, we’d continue the job in SY2019-2020.
  • Starting rate is $20/hour.

Background Info

Other than math – which he excels at – he’s averaging a B-/C+ in the other academic subject areas of science, social studies, and English. Liam is very bright, but neuro-psych testing has shown his executive functioning skills are low, especially compared to his other cognitive skills e.g. memory, articulation, and analysis. What holds him back primarily is lack of focus and organization. His writing skills are also lagging – perhaps due to inadequate lessons in grammar and spelling at school – but a lot of it also related to Liam’s challenges focusing and staying patient.

We’re not really worried about his grades, but he’s stated he wants them to be better. We’re hoping to hire somebody whose main job would be to check in with Liam on a regular basis to help him stay organized.  Also, to help him with revising/proofreading the longer written homework assignments. As part of his Individual Education Plan, I get emails a few times a week his school’s Resource Specialist, who updates me about what assignments are due in the coming days. I can also access the school’s homework e-portal to see what assignments are coming up, and/or if they are overdue.

I would forward the Resource Specialist’s emails, and information from the school’s portal to the tutor whose job would include checking in with Liam by phone, Skype, or voice discord chat a few times a week to help make sure Liam’s done the work. Occasionally when there’s a bigger report/paper due, the tutor would proofread/edit with Liam.

We live in Somerville just west of Teele Square. If interested, please contact Laura at

Babysitter in West Medford opportunity

We are a family with a 1 year old and a 3 year old and we need an evening sitter 2-6 times a month for when we need to go out in the evenings.

The kids will be in bed so we are looking for someone who will come and study / watch TV from  7:30 – 10:30/ 11pm while we are out. Pay is $20 / hr No cleaning, laundry, housework needed – just someone reliable and responsible who will be at the house while they sleep.

Contact Liz Dehler if interested. Cell: 813-728-8098

Long Term Substitute School Psychologist – Framingham

TITLE:Long Term Substitute School Psychologist
February 2019-April 2019

To provide direct support learning by providing a range psychological order to deliver
Framingham Public Schools’ high expectations for achievement, equal access to high levels
of instruction, the achievement of academic proficiency for all students, and the closing of
the achievement gap among subgroups within the schools.

Framingham Public Schools is committed to excellence for all students. A core value,
embedded in the district’s philosophy and goals, is that “all children will learn”. Offering an
equitable access to education to all of our students hinges largely on providing the highest
quality teachers in every school and classroom.
Diversity among teachers and staff undoubtedly advances the academic achievement of
students. Compliance obligations establish the baseline; as a district, Framingham Public
Schools are committed to achieving, developing and maintaining a workforce reflective of
the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools
aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to
live, learn, and work together in a vibrant and diverse world.
Indeed, Framingham Public Schools is committed to inspiring our school community to be
accepting and willing to learn from individuals with differing backgrounds. Our goal is to
reflect the diverse community we serve and create a great place to work for everyone by
embracing the individual skills, perspectives and experiences our people bring to the
workplace and harnessing these for high performance and improved service delivery. We
want our employees to feel included, valued and respected and have access to equal
opportunity, which supports full participation at work. Framingham Public Schools seeks to
retain the diverse talent in our workforce and support our people to maintain a long and
productive working career.
Framingham Public Schools is dedicated to the goal of building a culturally diverse and
pluralistic faculty committed to teaching and working in multicultural environment and
strongly encourages applications from minorities.

Valid Massachusetts Teaching license in Psychology is required. Additional content area
license is encouraged.

Master’s Degree in school psychology with a supervised internship is preferred.

To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill,
and/or ability required. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.

Ability to apply knowledge of current research and theory in the educational field; to
communicate clearly and concisely both in oral and written form; to effectively present
information and respond to questions from groups including staff, parents and the general
public; to read, analyze and interpret professional periodicals and journals, technical
procedures and governmental regulations; to write reports and correspondence, as needed;
to use reasoning ability to evaluate information and determine/recommend an appropriate
course of action; to define problems, collect data, establish facts and draw valid
conclusions; to use professional literature, evidence-based research, and continuing
education content to make practice decision; to establish and maintain effective working
relationships with students, parents, staff and the community; to work independently,
prioritize tasks and manage several projects simultaneously; to perform duties with
awareness of all district requirements, state and federal laws, and Framingham Public
Schools policies (as long as the policies do not conflict with the Framingham Teachers
Association (Unit A) Contract); to work with students of diverse backgrounds with diverse
needs in an equitable and inclusive manner that bears to witness to cultural proficiency; to
maintain appropriate confidential records; to react professionally and objectively to
unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity,
etc.); to operate and/or acquire skills to operate a computer and related software including
but not limited to Google; and ability/willingness to plan, coordinate, conduct and
participate in ongoing professional and staff development.

Experience evaluating student skills and writing reports to interpret/summarize findings.
Strong collaborative, teaching, coaching and leadership skills to support student
programming and work in a team setting. Strong problem-solving skills to support student
success. Strong data-collection skills to help to inform decisions for students. Strong verbal
and written communication skills. Strong organizational skills to balance the demands of a
multi-tasking position. A proactive and solution-focused approach to meeting student needs.
Knowledge of specialized content area as well as any related laws and procedures.

Ability to consistently collaborate with colleagues through shared planning and/or informal
conversation to analyze student performance and development, and to plan appropriate
interventions at the classroom or school level; and to regularly provide advice and expertise
to general education teachers and the school community to support the creation of
appropriate and effective academic, behavioral, and social/emotional learning experiences
for students.

The essential functions or duties listed below are intended only as illustration of the various
types of work that may be performed. The omission of specific statements of duties does
not exclude them from the position if work is similar, related or a logical assignment to the
position. This job description does not constitute an employment agreement between the
employer and employee, and is subject to change by the employer, as the needs of the
employer and the requirements of the job change.
* Assessment: Complete comprehensive psycho-educational assessments in
accordance with federal and state special education regulations and district policy in
the following areas: cognitive, academic, social/emotional, behavioral, adaptive
behavior, sensory/motor and other factors pertinent to the child’s learning
capacity. Interpret assessment findings to students, parents, staff and others
concerned with the welfare of students.
* Prevention: Assist in the identification of students who are at risk of educational
failure. Participate in school-based pre-referral activities. Assist in designing
programs for children identified as at risk for failure. Assist in school-wide initiatives
to make schools safer and conducive to learning.
* Intervention/Counseling: Assist in the planning and implementation of behavior
management programs and behavioral support plans. Provide crisis counseling and
intervention. Provide individual and group counseling to address academic, social,
and developmental concerns.
* Consultation: Participate on a variety of school-based teams to assist in
intervention planning and program planning (Crisis Team, School Evaluation Team,
SCAN Team, 504 Team, Special Education Team, and Re-Entry Team).
* Professional Development: Provide in-service opportunities for staff. Participate in
district-wide or departmental in-service activities to maintain currency in knowledge
and skills.
* Program Development and Evaluation: Participate in school-based or district-wide
initiatives that seek to address student, school or district needs.

The work environment characteristics described here are representative of those an
employee encounters while performing the essential functions of this job. Reasonable
accommodations may be made to enable individuals with disabilities to perform the
essential functions.

While performing the duties of this job, the employee is regularly required to move about
and may be required to traverse occasionally throughout the school building. The employee
must also often remain in a stationary position for considerable periods of time. The
employee is occasionally required to reach with hands and arms and sit, stoop, kneel,
crouch, or crawl. The employee is expected to lift at least 20 lbs (i.e. books, school supplies,
etc.). The employee must frequently use hands to finger, handle, or feel; and use hand
strength to grasp tools. Occasionally s/he operates a computer and other office productivity
machinery (i.e., a calculator, copy machine, and computer printer). The employee must be
able to input information into a computer and as well as read material from a computer
monitor as well as handwritten or printed matter with or without visual aids. The employee
must be able to communicate effectively with students, parents, and other staff members in
person and on the telephone. In the classroom, the employee must be able to see and hear
on a continuous basis in order to ensure the safety of students as well as speak frequently
to provide instruction. On rare occasions, it may be necessary to move quickly across even
or uneven surfaces. The employee will be working in a normal school environment with an
acceptable level of noise. The employee interacts with students, parents, and other staff
members. The employee is directly responsible for the safety, well-being and work output of

Building Principal and Director of Wellness and Health Services.


This position is classified as Exempt (Professional).

Covered under Framingham School Committee Policy.

Only online applications will be accepted. Click here to apply!

Judith Styer
Director of Health & Wellness

Framingham Public Schools provides equal employment. opportunities (EEO) to all employees and applicants for
employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to
federal law requirements, Framingham Public Schools complies with applicable state and local laws governing
nondiscrimination in employment in every location in which the District has facilities. This policy applies to all terms
and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall,
transfer, leaves of absence, compensation and training. Framingham Public Schools expressly prohibits any form of
workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression,
national origin, age, genetic information, disability, or veteran status

Babysitting Opportunity – Winchester/Arlington MA

We are looking for someone to drive our 7 year-old son home from his after-school program on Mondays and Fridays at 5:45pm, and possibly to and from other activities on other days. This is a short drive, from Winchester to Arlington. There is a definite possibility for this to become a larger and long-term gig, especially once I return to work after maternity leave.

We are looking for someone with their own car and a clean driving record.

If interested, please email Letizia Allais at