Proof School – Intern in Mathematical Sciences

Proof School invites applications for an internship position beginning in July 2019. Proof School is an independent school in San Francisco that provides a liberal arts education for students in grades six to twelve who love math.

Interns at Proof School have the opportunity to work with some of the most mathematically talented and motivated students in the San Francisco Bay Area within the setting of a small school community.The internship position involves a combination of assisting math faculty in the classroom, developing and leading lessons, engaging in the full life of the school, and using open time to pursue their own mathematical studies. Compensation for a 2019-20 Proof School internship is set at $48,018. Individuals must hold a college degree by the time of employment and be 25 years old or younger to be eligible for an internship. The duration of an internship ordinarily lasts for one year, with an option to extend the internship by one additional year as appropriate.

To apply for an internship position at Proof School, follow these steps.

1. Send an email message to indicating your interest in the position. This message should explain why you anticipate that it would be rewarding to work with middle and high school students, why you enjoy mathematics as a subject, and what directions you feel that your career might take and how an internship at Proof School would support them.

2. Attach a CV listing educational background, degrees earned or expected, any teaching experience gained, other relevant experience with middle or high school students, names and contact info of two references we may speak with, and any further information desired.

Completed applications will be acknowledged via an email. Proof School will review applications as they are received and continue until the position is filled; we anticipate meeting candidates during April, May and June of 2019. Candidates are welcome to contact Proof School to determine whether the position is still open or if their plans for employment change after they have submitted an application

Horizons Fellowship

The Horizons Fellowship supports outstanding undergradute and graduate students (of any year) in their pursuit to combine technology into their existing course of study. The Horizons Fellowship gives STEM majors the ability to learn about real-world technology and build advanced software products.

Our world is becoming increasingly multidisciplinary in nature. Horizons is designed to provide access to a modern technology skill set for students like those in your department.

Interested candidates can start an application here!

Grad Student Program Assistant – Tufts Summer Research Experience

Brief overview:

We are looking to hire 2 graduate student program assistants for the Tufts Summer Research Experience, running from July 01 – August 9. This position would involve mentoring 11th– and 12th-grade student researchers working in labs across Tufts, with a primary responsibility of guiding students to turn their in-lab experience into scientific research.

Summary of the program:

The program runs for 6 weeks, June 30-August 9. We expect to have around 30 students from all over the world.  We have already admitted and placed some very strong students into labs situated in a broad range of departments from Biomedical to Chemistry to Child Studies & Human Development.  In addition to conducting research in the labs, the students will be working with science librarians, in the computer lab, receiving safety and RCR training, and participating in a journal club, along with other enrichment activities to introduce them to the research process and what is involved in developing a research question.  The goal is to give them a strong foundation for launching into research early in their college careers. The Tufts Summer Research Experience is part of a series of new residential pre-college programs that have successfully launched this past summer.


Graduate student program assistants will be responsible for guiding students through the process of translating their in-lab experience to scientific research.  This is a part time position, approximately 10 hours of work per week, working late afternoons (3pm-5pm).  The program runs for six weeks, from 07/01 – 08/09, with an additional training during the week of June 24th. Program assistants will work closely with the program director facilitating journal discussions, unstructured reading and writing time, networking sessions, and end-of-program poster sessions.  They will also work with mentor faculty to understand the research problems students are working on.  Program assistants should be comfortable with reading and discussing journal articles, and be able to work with research topics spanning a range of disciplines.

To apply please reach out to the Program Director, Robert Hayes,

District Psychologist – Alaska


  1. Current Alaska Type C Special Services Certificate with school psychologist or licensed psychologist endorsement.
  2. Knowledgeable of learning disabilities, Limited English Proficiency, and bilingualism as they relate to academic performance.
  3. Experience in identifying needs, writing programs, and coordinating services for emotionally disturbed students.
  4. Experience in assisting academic and behavioral problems.
  5. Experience working with assessment of gifted academic levels and intellectual potential.
  6. Experience in developing pre-referral intervention programs, individual education programs, and writing psychological reports.
  7. Travel to sites required.
  8. Demonstrate ability to work in a team environment.
  9. Able to safely, regularly lift and/or move up to twenty (20) pounds, and occasionally lift and/or move up to fifty (50) pounds.


  1. Assess the broad array of academic and behavioral needs, including intelligence, aptitude, social/emotional, functional and adaptive skills, sensory and perceptual motor abilities.
  2. Recommend objectives, strategies, and materials for individual education programs.
  3. Interface with other agencies concerning educational/behavioral programs of students.
  4. Facilitate therapeutic intervention with high-risk children.
  5. Other duties and responsibilities as assigned.

REPORTS TO: Coordinator of Special Education

SALARY: Placement on BSSD Teacher Pay Scale. (See the BSSD Negotiated Agreement for more details.)


LOCATION: Bering Strait School District; Unalakleet, AK

Send initial letter of application with resume to:

Questions about the BSSD Special Education program, and specific exceptionalities can be addressed to: Jessie Towarak, Coordinator of Special Education,, 907-624-4278

Written correspondence or mailed applications should be addressed to: HR Director,, 907-624-4309

NOTE: Bering Strait School district does not discriminate on the basis of race, color, national origin, sex, age or disability.

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.

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