Please use the link below to view more information about the position. https://jobs.jobvite.com/excel/job/oE9akfw1
Category Archives: Jobs by Program
School Psychologist Position Opening
Please use the link below to find more information about the position. https://jobs.jobvite.com/excel/job/oo2Vjfwo
School Psychology Position Available
We have a school psychologist position open at our middle/high school campus (grade 7-12). This position is perfect for anyone who may be looking for a job in Cambridge working in an urban, diverse setting, with a competitive salary.
Happy to answer any questions!
For more information please contact Allyssa Penney at apenney@phacs.org
Alyssa Penney, Ed.S., N.C.S.P. PK-6 School Psychologist ESY Coordinator Prospect Hill Academy Charter School 716-222-1087
School Psychologist Job Opening
Please use the link below to find more information about the available positions. https://whittiertech.org/district-landing#employment
School Clinician/Psychologist Position Available
Science Teacher Needed (Beverly MA)
Shore Country Day School seeks a full-time lead Science Teacher for Upper Elementary Grades. Candidates must have the ability to analyze and interpret general academic materials and periodicals, as well as students’ work. Candidates should also be well versed in culturally responsive teaching practices, child development, and community building.
Please visit this link for more information about the position, and to apply to the position. https://aisne.org/jobs/science-teacher-3/
FT Program Coordinator Postion
The Honey W. Nashman Center for Civic Engagement and Public Service at The George Washington University is seeking applicants for a full-time Program Coordinator position with its Math Matters program.
Math
Matters is a high-impact math tutoring program that recruits and trains
college students and community volunteers to tutor middle school
students in low-income neighborhoods. The Program Coordinator will work
with the Program Manager on tasks associated with day-to-day operations,
assessment, and evaluation of the Math Matters program.
Priority deadline is Saturday, July 16. Learn more and apply at https://www.gwu.jobs/hr/postings/93279.
Seeking Graduate Student Researcher
We are recruiting at least one graduate student at the master’s or PhD levels to work with us in the development of a mathematical mindsets and identities tool that will be used in a larger project that will explore students’ different pathways through middle and high school algebra (see text below). We have funding for up to 20 hours per week for Fall of 2022. The position begins September 1st. All work could be done remotely. If you are interested, please send a brief email and your CV to Susanne.Strachota@tufts.edu.
Developing and piloting a measure for mathematical mindsets and identities
The proposed work aims to develop and pilot a measure for identifying students’ mathematical mindsets and identities in 8th and 9th grade. Building on prior work on mathematical mindsets and identities we will develop, pilot, and refine a tool with the intention of using this tool in a larger, scaled-up version of our study in which we will examine how the compacted pathway (taking Algebra 1 in middle school) versus the regular pathway (taking Algebra 1 in high school) impact students on three dimensions: mindsets and identities, ability to generalize mathematical relationships, and performance in mathematics. The proposed study is one small slice of the larger, scaled-up study, for which we will apply for extramural funding, and which will result in direct recommendations to support school districts as they design algebra pathways for their students.
Each data collection cycle has two parts. First, we will administer the questionnaire as a written assessment with 2-3 classes of 8th and 9th grade students. Second, we will interview a representative subset of students from each class using the cognitive interview method to evaluate if the results of the written assessment align with what we learn about students’ mathematical mindsets and identities. Based on the outcome of the interviews, we will modify the assessment as needed.
We might conduct additional cycles of written assessments with all students and cognitive interviews with representative subsets of the students that took the written assessment. All data collection will be conducted remotely.
Seeking School Psychologist (Kingston, MA)
Silver Lake HS in Kingston, MA has an opening for a full time school psychologist for the upcoming school year. The primary responsibilities include testing and counseling. To learn more about the position, please contact Michelle Boudreau (mboudreau@slrsd.org)
Atrium Summer Institute for Educators
Join us for a three-day, in-person workshop series and professional learning community where you will have the opportunity to connect with educators from different grade-levels and curricular backgrounds. We will also break out into more specialized work time with educators from similar grade-level strands (Early Childhood, Elementary & Middle School). Our keynote speaker this year is Ben Mardell from Project Zero and we are offering 19.5 hours of continuing education credits.
Middle School Workshop: Building a Culture of Collaboration What classroom experiences merit genuine collaboration? How do we scaffold these experiences to foster inclusivity, promote dialogue, and invite productive struggle? Together we will explore activities and routines that build a classroom culture of collaboration. This workshop strand will be taught by middle school math teacher Liz Caffrey, but will incorporate a range of subject-specific examples. We will explore how a strong classroom culture makes it possible for students to innovate together, especially through taking action for justice and working on interdisciplinary projects. There will be space for teachers to debrief, learn, and troubleshoot together. Participants will leave with practical tools to apply in their classrooms, as well as many inspiring ideas for collaborative projects!
Elementary School Workshop: Social Justice Embedded in Classroom Culture
Intentionality is the cornerstone of creating a classroom culture that is inclusive and responsive to a diverse group of learners. Learning at all ages can be rich and meaningful, infused with playfulness and even a touch of magic. Learning about human beings—what is true about them and what they need, want, and deserve—helps children connect and empathize. It fosters a child’s desire to reach out and support others. Second-grade teacher Jill Ferraresso will take you through some of the ways that she designs her classroom to support the brilliance of every child. Using examples from Jill’s social studies and social justice curricula as inspiration, participants in this workshop strand will practice designing lessons to fit their own classrooms and schools, allowing room for responsiveness to the unique children in their midst.
Early Childhood Workshop: Building a Nurturing Ecosystem for Young Learners
A
child’s social-emotional well-being is the foundation from which
high-quality learning develops. However, it is nearly impossible to
measure or teach social-emotional skills in a one-size-fits-all manner.
Our role as early childhood educators is to support children in
developing the skills to form healthy relationships, navigate their own
and others’ feelings, build independence, and establish a sense of self
within a community. Bob Dowling and Mia Bullock, two of Atrium School’s
early childhood educators, are excited to share how they use intentional
play-based learning in their classrooms to spark joy and support
student growth. The goal of this workshop strand is to create a space
for early childhood educators to learn and grow together. During our
time, we will: develop a shared understanding of child development
theory, curate a collection of resources and activities that can be
brought back to your school, and create a space for teachers to share
their own experiences and build community.
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