*Deadline Extended* 06/18! FELN Program Summer/Fall 2021

The Future Education Leaders Network (FELN) empowers young professionals, particularly young professionals of color, to step into their leadership by building social capital through a network of peers to take action and push forward effective change. Sponsored by the Rennie Center, FELN is designed and led by young leaders, for young leaders. FELN aspires to create spaces for marginalized voices to lead within our predominantly white and male-led education space. The network builds this community by activating three main pillars: Connection, Education, and Action. Participants engage with these pillars through a series of network sessions featuring informal connection opportunities, collective education with guest speakers and panels, and action-oriented leadership activities. Read more about FELN in the Rennie Center’s latest newsletter>


FELN’s Summer/Fall 2021 session will kick off with a retreat
on Saturday, June 26th.
After this kick-off, regular meetings will occur every three weeks on Thursday afternoons from 5:30 to 7:00PM from July 1st through December 16th.
We will be discussing and taking action on topics like different careers and career journeys in the education space, white supremacy in the workplace, and personal and professional branding. 
In addition to these monthly meetings, we will host informal community building sessions and once-a-month smaller cohort meetings for personal coaching and deeper relationship building.

*In total, the time commitment for FELN participants will be 3 hours per month.*

The deadline for the FELN application has been extended to 6/18!

FELN is open to all young people in entry-level, temporary, and part-time staff positions in Massachusetts education and policy, as well as any young people aspiring to work in or learn more about the field. We encourage young people of color in particular to apply. The network is intersectional and policy-based with an education focal point. This opportunity is free for all participants. The application will be open until June 18thLEARN MORE>

Click HERE to Apply

Additional Opportunity:
FELN is also excited to announce the addition of a new, paid branch of the program:
The FELN Research Fellowship!

This is an opportunity for three FELN members to receive a $900 stipend each for working in a small group to produce research on representation for
BIPOC in the education career field.

Learn More

Interested in learning more? Visit our website, follow us on Instagram, or contact Meghan Volcy at feln@renniecenter.org.
Copyright © | 2021 | THE RENNIE CENTER FOR EDUCATION RESEARCH & POLICY|
All rights reserved.

Our mailing address is:
45 Temple Place
Boston, MA

Contact Us
www.renniecenter.org

Music Teacher – The Rashi School

About The Rashi School:  

The Rashi School is the Boston area’s Reform Jewish independent school serving students in grades K–8.  Located in Dedham, Massachusetts, the mission of The Rashi School is to provide a dynamic, child-centered program of academic excellence that integrates rich secular and Jewish studies curricula and nurtures in its students’ critical minds and compassionate hearts.

Job Summary:
The Rashi School, the Boston Area’s Reform Jewish Independent School, serving students in grades K-8 seeks a dynamic and child-centered Music Teacher to fill a parental leave this fall from August 23 through October 29 and possibly into November. Rigorous academics (both Jewish and secular),  differentiated instruction, and a commitment to social justice are core components of a Rashi education. Rashi teachers are collaborative, committed to ongoing professional growth, and  promote risk taking, flexibility, adaptability, empathy and resilience in their students.  We seek to employ faculty and staff with diverse backgrounds who model these traits for our students and are eager to support Rashi in fulfilling its mission. 

Title:  Music Teacher

Ideal Schedule:

  • Days: M-F, Full-Time
  • Hours:
    • M, T, Th, & F: 7:45 am to 3:15 pm
    • Wednesdays: 7:45 am to 5:00 pm

Benefits Eligibility:  Full time benefits eligible*   

  • Full time regular benefits include medical, dental, vision, life and long term disability insurance, plus retirement plan match, generous paid time off, and student tuition considerations.

Reports to:  Assistant Head of School

  • Reporting to the Assistant Head of School, the Music Teacher is tasked with developing in each student an appreciation of the art of music, techniques of vocal and/or instrumental music expression, and the knowledge and skills in listening to and reading music. Music plays a vital role in Rashi School life, both in Jewish and secular studies.

Position Responsibilities:  

  • Teach music classes to grades K-5 two sections per grade level) each week with a balance of performance, movement, composition, music theory, and music appreciation.
  • Teach one (1) class each of chorus to grades 3 and 4.
  • Monitor and manage school-owned music education inventory safe storage. Arrange for replacements and repairs as required.  
  • Select and requisition books, musical instruments, and instructional aids; maintain required inventory records.
  • Establish and maintain standards of student behavior to provide an orderly, productive learning environment during practice, group rehearsals, and performances.
  • Communicate with parents on student progress. 
  • Identify student needs and collaborate with other faculty in addressing learning differences.
  • Participate in weekly faculty meetings and internal professional development
  • Perform other duties as assigned by the supervisor or Head of School.

Qualifications and Attributes:

  • Bachelor’s degree in music required.  Master’s degree preferred.  
  • 3 to 5 years experience teaching music in a school setting (K-8).
  • Fluency with piano or guitar.
  • Confident singing ability.
  • Ability to integrate modern Israeli music, traditional Jewish music, and liturgy preferred.  
  • Familiarity with Responsive Classroom preferred.

Physical Requirements:

  • Able to sit, stand, reach, and type.
  • Able to listen/hear and communicate orally.
  • Able to use telephone and computers.
  • Play musical instruments.

How to apply

Interested candidates should email a cover letter, resume, and professional references to jobs@rashi.org.

Remote Technical Assistance (TA) Specialists

AnLar is an educational management and policy analysis firm, established to address broad-reaching and high-impact issues through creativity, flexibility, and sustainable processes while creating an empowering work environment where its employees can thrive. From creating modernized data systems to supporting change management, research, and communications efforts, AnLar supports education agencies with most reform-based needs. Based in the Washington, DC area, AnLar supports clients in state and local agencies as well as in the federal and non-profit sectors.

Senior Technical Assistance (TA) Specialist

This position will provide direct technical assistance and consultation regarding national policy initiatives as well as state and local education systems through change management, strategic planning, and professional development. The TA Specialist will work with a variety of technical assistance activities focused on early childhood special education, early learning, education and special education related topics.

Responsibilities:

  • Technical assistance and consultation: Provide consultation based upon subject matter and process expertise to clients to help them achieve their goals. Topics may include early childhood systems, leadership, strategic planning, engaging stakeholders, special education, early intervention and early childhood special education, and/or state systemic improvement planning.
  • Professional development: Develop content for, provide, and evaluate in-person or online professional development (PD) in the form of training and workshops, communities of practice, coaching, or developing online modules. May also assist clients to develop a sustainable approach to PD.
  • Strategy planning and development: Planning for and implementing work with clients to review their organizational objectives and resources to develop strategic and implementation plans, as well as updated policies and practices.
  • Program evaluation planning and implementation: Provide consultation in the development of logic models, theories of action, and evaluation plans, including developing performance metrics and developing reports as a result of program evaluation. Collect and analyze data to support client objectives.
  • Client team support: Support the client directly during calls and meetings, identifying key areas of support and follow up as needed.
  • Research: Conduct research activities for AnLar projects, including literature searches, focus groups, interviews and surveys; analyze and summarize data; and develop reports that provide results of research to the client.
  • Project scope development and organization: Write and review project plans and scopes of work to ensure deliverables are identified and project activities are defined; create structures for organizing and maintaining the work.
  • Project direction: Coordinate with clients, content experts, AnLar project managers and senior AnLar staff to identify, develop and manage the implementation of technical assistance projects addressing client needs. Track project progress during implementation; monitor project timelines and coordinate with clients and content experts.
  • Staff Supervision: Oversee the work of one or more AnLar staff including project managers, TA specialists, support staff, and interns to develop their professional capacity, provide direction and guidance, and support the organization and delivery of their work.
  • Business development: Support the team in identifying opportunities for AnLar to expand its service offerings by supporting proposal writing and developing relationships with clients and potential funders.
  • Quality control review: Review deliverables, products, and plans created to ensure high-quality development and delivery to the client.
  • Other activities: Collaborate with and review the work of colleagues to generate ideas and ensure the development of high-quality delivery of their work.

Location: This position can be done remotely, but preference may be given to those residing in Massachusetts or Tennessee because of proximity to our clients.

Requirements:

  • Expertise in change management, implementation science, strategicplanning, and the content related to AnLar’s projects (early childhood systems,early intervention, early childhood special education, and special education).
  • Project direction experience.
  • Skill facilitator with experience in both large and small group meetings toachieve particular goals.
  • Coachable and open to giving and receiving feedback.
  • A team player. You step up when someone needs help, follow through on commitments, and are willing to go the extra mile for your team and ourclients.
  • Driven by a strong work ethic and integrity.
  • Strong interest in change management, implementation science, strategic planning, and the content related to AnLar’s projects (early childhood systems, early intervention, early childhood special education, special education, K-12 education).
  • Doctoral degree (with two years experience in the field) or Master’s degree (with five or more years experience).
    • Degree in special education, public policy, education policy, psychology, management, sociology, or a related field is preferred.
  • Someone who loves puns and won’t mind being referred to as an “AnLarian”.

Salary: $70K-$115K (depending on experience)

Benefits:

  • Paid vacation time
  • Competitive medical, dental, and vision insurance
  • Monthly wellness stipend
  • Annual professional development stipend
  • Volunteer matching program
  • 401K match, among others

Skills:

  • Relationship building. You are able to build genuine relationships with clients andyour project team. You are driven to figure out what the client needs (not just what they want) in collaboration with your team. You value strong working relationships with others.
  • Making meaning. You are able to effectively use data to help inform decisions and draw meaningful insights for clients. This includes designing and completing evaluations, needs assessments, and ongoing improvement to systems and processes.
  • Communicating effectively. You tailor your communication to different audiences effectively (internal communication, clients, other stakeholders, etc.). You are an active listener who is able to remain responsive and flexible in challenging situations.
  • Adept at facilitating. You can design and implement a variety of facilitation processes that help groups maintain focus on the task at hand and that create opportunities for original thinking. Using keen observation skills you are able to match your tone and affect to that of the group while maintaining an overall positive attitude.
  • Planning and proactivity. You are able to prioritize multiple activities based on client and/or teammate needs while remaining flexible. Dependable and organized, you seek out creative ways to proactively solve problems and expand on what is working.
  • Creative life-long learner. You enjoy learning about new ways to approach work, and you adapt these new approaches into your existing processes. When you try new approaches, you reflect on their successes and challenges so that you can improve them for future use.

Interested Applicants:

Please attach the following materials in an email to: careers@anlar.com
– Resume
– Cover letter (Please include one paragraph on which of AnLar’s core values resonates most with you and why).
– Brief writing sample (no more than 5 pages),
– Anything else that makes you stand out

_____________________________________________________________________________
Diversity is valued and inclusion is reflected in our efforts to recruit, develop, and engage the diverse staff needed to accomplish our mission. All qualified applicants will receive consideration for employment without discrimination on the basis of race, color, religion, sex, gender, gender identity/expression, sexual orientation, national origin, protected veteran status, or disability.

Door Monitor: SPED Summer Program at Somerville Public Schools

The Somerville Public School District is in searching for paraprofessionals to help staff in the Special Education extended school year (ESY) program. The summer program has a variety of programs to meet the diverse needs of special education students. 
Flexible, collaborative, adaptive, team players should apply! 

Position Title:
Summer School Program Door Monitor

Location:
John F. Kennedy School & Winter Hill Community Innovation School

Start Date: July 6 – Aug 9 (5-week program)
Hours: 7:45am – 1:15pm
Stipend: $1,716 

Responsibilities:

  • Screens visitors before allowing access to the school building 
  • Operates desk/bell intercom to allow people to come in through the Main office for After school pick up
  • Directs parents/guardians to specific rooms of academic and activity clubs that their student participates in
  • Answer phones in the Main Office and transferring calls
  • Other duties as assigned

Qualifications:

  • Excellent interpersonal and verbal communication skills
  • Excellent Attendance Record

Interested Candidates:

Please Click HERE to Apply As Soon as Possible

For Questions Please Contact:

Heather McCormack
OST Director, Somerville Public Schools
she/her or they/them 
hmccormack@k12.somerville.ma.us
781-922-6612

________________________________________________________________________
*Please do not mail or email resumes* 
Only resumes that are submitted through School Spring will be considered.  


The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, 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.

1:1 Paraprofessional for SPED Summer Program at Somerville Public Schools

The Somerville Public School District is in searching for paraprofessionals to help staff in the Special Education extended school year (ESY) program. The summer program has a variety of programs to meet the diverse needs of special education students.
Flexible, collaborative, adaptive, team players should apply!  

Position Title:
1 on 1 Paraprofessional SPED Summer Program
This 1:1 position if for a student in our District Summer Camp Program at Healey; they may need help navigating activities and field trips with other students.

Location:
Somerville Public Schools (Healey)

Hours:
Monday – Friday, 8:15am-4:15pm

Dates:
July 6 – August 13

Rate:
$25 per hour

Requirements/ Responsibilities:

  • CPI Trained
  • Custodial care for students with severe emotional disabilities and developmental delays. 

Preferred Qualifications:

  • Moderate or severe Special Education certification
  • Experience working with one or more of the following populations:
    • Students with ASD
    • Students with multiple disabilities
    • Students with emotional impairments
    • Students with cognitive impairments
    • Students with multiple disabilities


Interested Candidates:

Please Click HERE to Apply As Soon as Possible*

*Some information on the SchoolSpring Page is incorrect.
Please refer to dates, hours, and rates posted here*


For Questions Please Contact:

Heather McCormack
OST Director, Somerville Public Schools
she/her or they/them 
hmccormack@k12.somerville.ma.us
781-922-6612

________________________________________________________________________
*Please do not mail or email resumes* 
Only resumes that are submitted through School Spring will be considered. 

The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, 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.

Paraprofessionals for SPED Summer Program at Somerville Public Schools

The Somerville Public School District is in searching for paraprofessionals to help staff in the Special Education extended school year (ESY) program. The summer program has a variety of programs to meet the diverse needs of special education students.
Flexible, collaborative, adaptive, team players are encouraged to apply! 

Position Title:
Paraprofessional SPED Summer Program
Autism Program, Life Skills, SKIP/SHIP

Location:
Winter Hill Community Schools, John F. Kennedey Schools
&  
Capuano Early Childhood Center

Hours:
Hours: 7:45 – 1:30pm or 7:45am – 2:30pm

Dates:
5- week Program: July 6 – Aug 9

Rate:
$25 per hour

Requirements/ Responsibilities:

  • CPI Trained
  • Custodial care for students with severe emotional disabilities and developmental delays. 

Preferred Qualifications:

  • Moderate or severe Special Education certification
  • Experience working with one or more of the following populations:
    • Students with ASD
    • Students with multiple disabilities
    • Students with emotional impairments
    • Students with cognitive impairments
    • Students with multiple disabilities

Interested Candidates:

Please Click HERE to Apply As Soon as Possible

For Questions Please Contact:

Heather McCormack
OST Director, Somerville Public Schools
she/her or they/them
hmccormack@k12.somerville.ma.us
781-922-6612

________________________________________________________________________
*Please do not mail or email resumes* 
Only resumes that are submitted through School Spring will be considered. 

The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, 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.

Tokyo Academics Academic Instructor: Remote, Abroad, FT and PT Options Available

Tokyo Academics is the passion project of a constellation of teachers, researchers, and academics in Tokyo, Japan. We are always looking to recruit new team members, especially students interested in working in Japan after graduation.

This job will provide students with an opportunity to gain valuable experience teaching (fully in English) while gaining experience working abroad in the vibrant, exciting city of Tokyo. All tutors have exceptional academic credentials and/or professional backgrounds, making Tokyo Academics one of the most inspiring educational organizations in Japan!

Given the uncertainty of the COVID-19 pandemic,
we have a flexible range of options for new hires: remote, in-person, part-time, full-time.

The compensation for this role is $50,000/yr – $60,000/yr,
and we can sponsor work visas.

Instructor Duties

  • Teaching and mentoring students both one-on-one and in classes.
  • Following an adaptively rigorous approach to learning with the flipped classroom method as inspiration.
  • Participating in and developing innovative courses (e.g. robotics, programming, study strategies).
  • Managing the cases of your students: scheduling, goal tracking, parent communication, escalation of needs and concerns, etc.
  • Working towards opportunities for greater responsibility and commensurate compensation.
  • Spearheading other projects based on interests. (Ex: starting coding, art, or theater classes and workshops; working with the sales or marketing team, quality assurance).

Work Hours

Typical hours of operation are from 4pm to 10pm JST on weekdays,
and 9am to 9pm JST on weekends.
*Work hours will align with the schedules of students in Tokyo, Japan*

Our students range from elementary, middle, and high school.
We do our best to match you with students in your preferred subject areas
(Please indicate in your application).

Core Subjects include:

  • Reading comprehension (elementary to AP/IB or equivalent)
  • Writing (elementary to AP/IB or equivalent)
  • Math (elementary to calculus)
  • History (World, US, & European)
  • Chemistry (AP/IB or equivalent)
  • Physics (AP/IB or equivalent)
  • Biology (AP/IB or equivalent)
  • Standardized Test Prep (SAT/ACT, SSAT/ISEE, etc.)

Interested Candidates: Apply Here
For questions and inquiry: jobs@tokyoacademics.com 

Tokyo Academics also has students across the world in the US, Europe, Australia, etc. Matching with students in these regions may yield more favorable working hours for remote candidates.
All classes and lessons are conducted in English.

Nourhan Ibrahim
Recruitment Coordinator, Tokyo Academics

Fellowship: Future Education Leaders Network (FELN): Summer/Fall 2021

The Future Education Leaders Network (FELN) empowers young professionals, particularly young professionals of color, to step into their leadership by building social capital through a network of peers to take action and push forward effective change. Sponsored by the Rennie Center, FELN is designed and led by young leaders, for young leaders.

FELN aspires to create spaces for marginalized voices to lead within our predominantly white and male-led education space. The network builds this community by activating three main pillars: Connection, Education, and Action.

Participants engage with these pillars through a series of network sessions featuring informal connection opportunities, collective education with guest speakers and panels, and action-oriented leadership activities. 

FELN’s Summer/Fall 2021 session will kick off with a retreat on
Saturday, June 26th.
After this kick-off, regular meetings will occur every three weeks on Thursday afternoons from 5:30 to 7:00 PM from July 1st through December 16th.

We will be discussing and taking action on topics like different careers and career journeys in the education space, white supremacy in the workplace, and personal and professional branding. In addition to these monthly meetings, we will host informal community building sessions and once-a-month smaller cohort meetings for personal coaching and deeper relationship building. In total, the time commitment for FELN participants will be 3 hours per month.

FELN is open to all young people in entry-level, temporary, and part-time staff positions in Massachusetts education and policy, as well as any young people aspiring to work in or learn more about the field. We encourage young people of color in particular to apply. The network is intersectional and policy-based with an education focal point.
This opportunity is free for all participants. 

The application will be open until June 11th.

Apply here!

Gann Academy: Computing, Design and Fabrication (CD&F) Teacher

This is an in-person, full-time position starting in August 2021, and will report to the Director of STEAM.
The salary range is between $55,000 and $75,000 annually, depending on experience.
Full description and application available online

Teaching Duties:

  • Teach courses in Engineering, Fabrication, Design, and introductory Physics.
  • Collaborate with colleagues to plan and adapt curriculum and lessons that support student growth in CD&F areas and interdisciplinary work.
  • Collaborate with colleagues to refine and maintain the Labs.
  • Communicate clearly and effectively with students, parents, and colleagues in person and via email.
  • Use technology and other educational tools to support student learning.

Community Involvement & Engagement, and other Duties

  • Attend and participate in communal programs outside the classroom during school hours including, but not limited to, assemblies, guest speakers, and other special programs ; model and encourage appropriate behavior and monitor students during events and programming;
  • Attend and participate in open houses, graduation, and other special events which may take place in the evenings and/or weekends; faculty and staff are encouraged to attend student performances, art exhibitions, athletics, and other events and activities to support students and promote community engagement;
  • May plan, chaperone, and/or participate in field trips and outside activities which may involve travel;
  • Attend and participate in the All-School Retreat;
  • Serve as a student advisor or the equivalent; maintain open communication with student support, school administration, teachers, and parents regarding student issues; remain current on the school’s academic program requirements to guide students through 4-year planning and course registration; ensure that course registration forms are completed fully and accurately before signing;
  • All faculty and staff are welcome and encouraged attend, lead, participate, and/or help plan any activities as often as desired;

Collaborative Responsibilities

  • Help foster a positive working and educational environment for students and colleagues and support the school’s mission, vision, and values;
  • Work with students outside of classroom time as needed;
  • Work collaboratively with colleagues across all departments;
  • Attend and participate in department meetings; collaborate with department members and instructional director on curriculum development, lesson planning, student issues, and department initiatives;
  • Assist colleagues with substitution when able; arrange class coverage as needed and communicate to instructional director, reception, and record it in Gann’s online attendance platform regarding absences;

The above responsibilities are intended to describe the general nature and level of work being performed by people assigned to do this job. The above is not intended to be an exhaustive list of all responsibilities and duties required.

COMPETENCIES AND SKILLS

  • Excellent customer service skills; ability to work with wide range of people—students, parents, faculty, staff, and community members;
  • Knowledge of subject matter and ability and willingness to continue to learn, research, and grow;
  • Possess strong collaboration and team-oriented working and leadership skills along with the ability to balance a pursuit of academic and institutional excellence with compassion and nurture for each individual;
  • Possess an educational vision that aligns with the core principles of Gann Academy;
  • Strong communication, planning, and interpersonal skills;
  • Ability to work independently and effectively in a changing, fast-paced environment;
  • Possess and exude a positive attitude and passion for teaching.
  • Experience with or willingness to learn to operate conventional power tools such as power saws, routers, and drills.
  • Experience with or willingness to learn to operate advanced maker tools such as laser cutters, 3D printers, and CNC routers.
  • Experience with or willingness to learn design software such as OnShape and Adobe Illustrator.

LANGUAGE SKILLS

  • Must be proficient in English to carry out work as assigned.

WORKING CONDITIONS/PHYSICAL DEMANDS

Work in the fabrication can may include the operation of power tools that require protective equipment such as safety glasses and hearing protection. Work in the fabrication lab can include handling messy substances such as paint and light machine oil. Moving stock material in the lab can require lifting up to 40 pounds.

Physical demands include dexterity for office machine/supply operation including but not limited to computers, telephone, copy machine, and printers. Stooping, bending, and reaching for files or supplies, and sitting or standing for extended periods of time are common.

EQUAL EMPLOYMENT OPPORTUNITY

Gann Academy is an equal opportunity employer. It is the policy of the school to prohibit discrimination and harassment of any type and to afford equal employment opportunities to employees and applicants, without regard to race, creed, color, religion, national origin, sex (including sexual orientation, gender identity or expression), and pregnancy, age, physical or mental disability, genetic information, or veteran status.

ACCOMMODATION

External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case-by-case basis.

E-VERIFY

This employer participates in E-Verify and will provide the federal government with your Form I-9 information to confirm that you are authorized to work in the U.S. If E-Verify cannot confirm that you are authorized to work, this employer is required to give you written instructions and an opportunity to contact Department of Homeland Security (DHS) or Social Security Administration (SSA) so you can begin to resolve the issue before the employer can take any action against you, including terminating your employment. Employers can only use E-Verify once you have accepted a job offer and completed the Form I-9.

Full description and application available online

Extended Day Program Teacher (September Start)

Charles River School is a unique, inclusive independent PreK-8 school located 16 miles west of Boston. We nurture each student by igniting curiosity, encouraging creativity, and cultivating intellectual engagement. Our graduates know themselves, understand others, and shape the future of our diverse world with confidence and compassion.

We are seeking three energetic and creative educators to teach our after school program. Each teacher will be assigned to a home group (PK-2, Grades 3-5, Grades 6-8), but will work collaboratively on programming.

The successful candidates will have experience in curriculum development and will work closely to plan and implement a series of enriching activities and projects, closely linked with the school’s philosophy, within the after-school program.

This is a part time position with hours of 2:30-6:00pm Monday through Friday during the school year (September through mid-June), starting Wednesday, September 1, 2021.

Responsibilities Include:

  • Developing and implementing a wide range of engaging and age-appropriate activities and after-school classes for children from PreK through Grade 8, including STEM, arts, and movement-based Enrichment Activities
  • Supervising free play and study Maintaining a warm, friendly and safe atmosphere within a structured program
  • Ensuring that students adhere to the school’s Covid Protocol and adjusting programming and activities to be compliant with current protocol.
  • Working with the Director of Auxiliary Programs and the Main Office to maintain accurate registration and attendance records
  • Regular check-in meetings with the Director of Auxiliary Programs.

Essential Skills:

  • Excellent interpersonal and communication skills
  • Adaptability and flexibility/ability to modify programming based on changing covid protocol
  • Ability to respond effectively and efficiently in an emergency
  • Ability to work collaboratively in a team environment Demonstrated commitment to diversity and inclusion
  • Organization, attention to detail and impeccable follow-through A well-developed sense of humor, patience and enthusiasm Experience working with children between the ages of 4 and 14

Charles River School actively seeks candidates who represent diversity.

Interested individuals
Send a resume and letter of interest to:
Extended Day Hiring Committee edpjob@charlesriverschool.org

Please use subject “Extended Day Program Teacher.”
Please indicate in your letter which age group is of most interest to you
(PK-2, Grades 3-5, Grades 6-8) and why.