Category Archives: Jobs by Program

Tutors & Academic Coaches Needed – $60/hr

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Lotus Learning LLC is currently seeking tutors and executive function coaches who can provide remote, in-home, and in-school services to students in the Greater Boston area.  Compensation starts at $60/hour. This is an independent contractor position, with flexible, part-time hours.

Lotus Learning is a growing tutoring and academic coaching business with a focus on serving the whole student; our tutors not only teach content but also provide support with essential success skills, including planning, organization, goal-setting, study skills, self-care and more.  We are looking for tutors and coaches who are passionate about their area of expertise, sensitive to different learning styles, and capable of working independently to promote student growth.

For more information, visit our website at www.lotuslearning.net

Requirements for Lotus Learning tutors:

• College degree (bachelor’s degree or higher) 

• Ability to tutor multiple high-school subjects or an elementary education specialty (i.e. literacy, math) — elementary opportunities are limited.

• Ability to make and manage your own schedules

• Availability during after-school and evening hours

• Willingness to commit to tutoring for the entire 2022-23 academic year.

• Car preferred but not required

If you are interested in joining our team, please send your resume and cover letter to info@lotuslearning.net

In your cover letter, please indicate:

1) the high school-level subjects you can teach;

2) any previous teaching experience;

3) the days and times of the week when you would be available to tutor; and

4) whether or not you have a car.

After School Teaching Position (Cambridge, MA)

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Agassiz Baldwin Community is a place that nurtures individual growth and creativity, builds
connections, and serves as a forum for community advocacy. We believe in: welcoming and including everyone; lifelong learning; and fostering a culture of creativity and cooperation. Learn more at agassiz.org.

Afterschool Teachers lead developmentally appropriate and engaging activities
and lessons in visual arts, sports, cooking, math, science, and more for our K
and 1st-5th Grade Afterschool Programs.


Agassiz Baldwin Community Kindergarten and 1st-5th Grade Afterschool
Programs serve local children and their families. Teachers present activities
during community meetings and children make decisions about how they spend
their time after school. Past activities include organized sports and games,
jewelry making, philosophy, origami, gymnastics, juggling, batik, fashion design,
gardening, cooking, and more!


We are located at 20 Sacramento Street, a large Victorian house in Cambridge,
MA with access to a beautiful backyard and art studio space at Maud Morgan
Arts. The 1st-5th Grade Afterschool is run out of the Maria L. Baldwin School with
access to the Sacramento Field and Alden Park. The majority of parking is
available to residents of the city; use of public transportation is encouraged.
Applicants should:
• Have at least one year of experience working with children age 4-11
• Demonstrate excellence in developing activities with an emphasis on
collaboration and community building for groups of 10-12 children

Preferred:
o Be available for the full school year
o First Aid/CPR Certification (ABC provides opportunity)

Teacher Commitments:
• Teamwork: problem-solve with team to support positive impact on youth
and their families, demonstrate flexibility (ex.) openness to teaching all
types of activities depending on program needs)
• Communication and Understanding: share and receive different
perspectives to understand diverse needs of staff, youth, and their families
• Inclusion: ongoing personal reflection around biases including but not
limited to racial and gender equity
• Social Emotional Learning: receive training on and use Nurtured Heart
Approach when working with program youth


Schedule: 20 hrs/week from 2-6pm Monday-Friday with additional hours for
meetings, events, school vacations weeks, and Outback Summer Program

Pay: $20/hr


Benefits (after 90 days, at least 20 hours/week): vision and dental insurance,
retirement plan, commuter benefits, paid sick time, continued education
opportunities, reduced tuition for children’s programming

How to Apply: Interested candidates should email resumes@agassiz.org.
Applicants may provide a cover letter, resumé, and/or other supporting materials
reflective of their strengths for our consideration. Applicants selected to move
forward in the interview process will be contacted by a member of the hiring
team. No phone calls, please.

Children’s Programs staff join us from all walks of life yet have a common
interest in work that is professional, child-focused, consistent, and part-time. We
are an inclusive community and artists, musicians, coaches, semi-retired
individuals, caregivers, college and graduate students, etc. are all encouraged to
apply. We strongly believe in the value of diversity and aim to build a team that
represents people of many races, ethnicities, gender identities, sexual
orientations, ages, and those who do not speak English as their first language.
Employment is dependent on completing a background and fingerprint check.
Agassiz Baldwin Community is an Equal Opportunity Employer (EOE).

Math and Science Teaching positions

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Please use the links below to find more information about teaching positions available in Winchester, MA.

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FT Program Coordinator Postion

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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

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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.