Middle School Program Director – Tutoring Plus of Cambridge -Cambridge, MA

Tutoring Plus of Cambridge – Cambridge, MA
$36,000 – $40,000 a year

Tutoring Plus of Cambridge is a local nonprofit that provides free tutoring, mentoring and enrichment programs to students in grades 4-12. Our organization strives toward educational equity and centers on the belief that every young person deserves access to opportunities to learn and grow. We are a grassroots organization with a passionate, committed staff.

The Middle School Program Director reports to the Executive Director and will manage all middle school 1:1 sites and enrichment programs, including overseeing curriculum design, managing program staff, conducting school outreach and assisting with program evaluation. The Middle School Program Director will work closely with the Elementary Program Director and also offer support for all programs as needed. This position requires youth work experience, strong interpersonal skills, program management ability, and general flexibility. Duties and responsibilities broadly support program quality and operations.

Responsibilities

  • Manage all middle school 1:1 tutoring and mentoring programs, including
  • Oversee curriculum design to support intentional, researched social-emotional learning activities
  • Train, supervise and support program site staff to ensure safe space for students, high quality and consistent programming, and effective volunteer engagement
  • Serve as main point of contact with teachers and school personnel regarding shared students
  • Support data collection and analysis across all programs
  • Manage all middle school enrichment programs/initiatives (I Build, T++ Coders, Girls’ Media, Real Talk)
  • Lead student recruitment and registration processes
  • Support program managers in curricula development and session preparation
  • Develop and implement evaluation tool for each enrichment program/initiative
  • Provide evaluation support for all programs and lead yearly data evaluation process
  • Liaise with community partners including schools, families, other OST programs and other service providers to promote holistic programmatic outcomes
  • Participate in program evaluations and coordinate annual Quality Improvement System (QIS) process
  • Attend relevant community meetings and events to promote the organization
  • Other organizational tasks as assigned

Qualifications

  • Bachelor’s degree
  • Commitment to the goals and mission of Tutoring Plus
  • Prior youth work experience with a diverse student demographic
  • Exceptional interpersonal skills
  • Ability to interact appropriately with students, families, volunteers, community partners, donors and Board members
  • Ability to work well independently and as part of a team
  • Ability to prioritize, manage multiple projects, plan ahead and meet deadlines
  • Strong verbal and written communication skills
  • Willingness to adapt to changing situations
  • Sense of humor
  • Prior experience working with special education, behavior disorders or literacy intervention a plus
  • Ability to travel around Cambridge

Hours and Salary

  • Typical week will be 35-40 hours, M-Th from 10am-7:30pm; flexible Fridays
  • Flexible July and August scheduling
  • Salaried position; salary based on experience and qualifications ($36,000-40,000)

To Apply

Please submit a cover letter detailing your interest in the position plus a resume. Incomplete applications will not be reviewed.

Job Type: Full-time

Salary: $36,000.00 to $40,000.00 /year

Work Location:

  • Multiple locations

Benefits:

  • Health insurance
  • Dental insurance
  • Paid time off
  • Flexible schedule
  • Professional development assistance

30+ days ago

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Academic Tutor – Winchester

My name is Sarah Berkley and I am a recent graduate of the School Psychology program at Tufts. I am currently looking for an academic tutor for my 16-year-old cousin in Winchester, MA. She will be entering the eleventh grade this fall and we are looking for someone to meet with her once or twice a week (for an hour to two hours depending) to help with academic coursework, as well as executive functioning skills such as time management, study skills, and organizational techniques. Details such as rate, meeting space, and scheduling can be discussed. If you are interested or would like to discuss further, please reach out to my aunt, Maureen Berkley, by phone at 781-910-9749 or by email at mberkley@meredithmanagement.com.

Playgroup Facilitator

Organization: Somerville Family Learning Collaborative (SFLC), Department of Family and Community Engagement for Somerville Public Schools

Description: The “Playgroup Facilitator” supports the implementation of developmentally appropriate playgroups for children ages birth-5. The Facilitator is responsible for the day-to-day running of playgroups ensuring the provision of a safe, welcoming and active learning environment for all children and their families.

Hours: Part Time 12-18.75 hour per week pending applicant availability
Salary: $22.97 per hour

Location: 42 Prescott Street, Somerville, MA

To learn more and apply, please visit: https://www.schoolspring.com/jobs/job.cfm?jid=3156999&

Graduate Assistant – Digital Learning Assistant

Graduate School of Arts and Sciences, Department of Education

The graduate assistant will support faculty and the director of online programs in the development of course materials and other resources for the new online Master of Arts in Teaching program.  The role will provide experience on how online courses are developed and the different teaching methods and pedagogies utilized in online instruction.

The primary duties of the graduate assistant include:

  • Assisting faculty in identifying and locating digital resources for use in instruction, including assisting with copyright clearance approval.
  • Assisting in the development of content for use in online courses under the direction of faculty and the online program director.
  • Reviewing content to ensure it meets technical requirements and design standards as set forth by the program and its third-party course production partner.
  • Assist the program director with the creation of student handbooks and other program documentation
  • Work with the program media team on the development of any course or faculty development content.

Desired Skills

  • Strong writing, analytical, and troubleshooting skills
  • Experience creating documentation and writing concisely to explain a concept or task
  • Ability to generate creative solutions to potential problems
  • Ability to communicate effectively with faculty and students
  • Familiarity with media/digital design such as creating multimedia presentations, and sourcing royalty-free images.
  • Comfortable with using and generating content with MS Office Suite, Adobe, Google Apps.
  • Willing to learn and troubleshoot new technologies.

Start Date: Immediate, up to 10 hours a week.

Interested Candidates can contact Rebecca Petersen at rebecca.petersen@tufts.edu

District Psychologist – Alaska

QUALIFICATIONS:

  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.

ESSENTIAL FUNCTIONS:

  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.)

LENGTH OF EMPLOYMENT: 200 Days

LOCATION: Bering Strait School District; Unalakleet, AK

Send initial letter of application with resume to: recruiting@bssd.org

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

Written correspondence or mailed applications should be addressed to: HR Director, hr@bssd.org, 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 School Psychologist – Framingham

FRAMINGHAM PUBLIC SCHOOLS - WOODROW WILSON ELEMENTARY SCHOOL
TITLE:Long Term Substitute School Psychologist
February 2019-April 2019

POSITION SUMMARY:
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.

OUR MISSION:
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.

CERTIFICATES, LICENSES, REGISTRATIONS:
Valid Massachusetts Teaching license in Psychology is required. Additional content area
license is encouraged.

TRAINING AND EXPERIENCE:
Master’s Degree in school psychology with a supervised internship is preferred.

SKILLS AND ABILITY:
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.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
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.

PHYSICAL WORKING CONDITIONS:
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
students.

REPORTS TO:
Building Principal and Director of Wellness and Health Services.

SUPERVISORY RESPONSIBILITIES:
None.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:
This position is classified as Exempt (Professional).

TERMS OF EMPLOYMENT:
Covered under Framingham School Committee Policy.

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

JOB CONTACT
Judith Styer
Director of Health & Wellness
jstyer@framingham.k12.ma.us
508-626-9197

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

School Psychology Positions, Jakarta Intercultural School, Jakarta, Indonesia

JIS is currently looking for two school psychologists, one for PK-G5 and one MS/HS (6-12), for the 2018-19 school year.

“If anyone has any questions about the job or being a school psychologist in international schools, I would be happy to communicate with them via Skype or email. A career in international education is an adventure that not many people know about and I am excited to spread the word to anyone who might be interested.”

– Chris Lentner, NCSP
School Psychologist at the International School of Beijing and Tufts School Psychology Alum
CLentner@isb.bj.edu.cn