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 work@proofschool.org 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

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 (http://bostonpublicschools.org/Page/1095).

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

Responsibilities:

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.

QUALIFICATIONS – REQUIRED:

  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.

QUALIFICATIONS – PREFERRED:

  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.

Instructional Support Staff (ISS) – Columbus Elementary School

Job Description:

*Reports to school office at beginning of school day to pick up required materials / schedule of classes and at the end of the school to return the materials. Follows sign-out procedures as prescribed by the principal.

*Carries out a program of study prescribed in the lesson plans left by the classroom teacher.

*Creates a classroom environment that is conductive to learning and appropriate to the maturity and interests of the students.

*Guides the learning process toward the achievement of curriculum goals and objectives, as indicated in the lesson plans for the lessons, units or projects assigned.

*Employs instructional methods and materials that are most appropriate for meeting lesson objectives.

*Maintains a neat and orderly classroom.  Straightens chairs, tables, clears chalkboard.

*Takes attendance in accordance with school procedures.

*Indicates to students at the beginning of class the basic expectations for behavior in the class in accordance with the school and Medford Public School’s policies.

*Ensures that the students are never left unattended in the classroom.

*May perform the duties usually required of absent teacher such as lunchroom duty, hall monitoring, etc.

*Knows emergency evacuation routes for the classroom assigned.

*Knows procedures for referring students who are disciplinary problems.

*Knows school procedures and regulations.

*Performs other related duties, as directed by the building Principal.

Reports to the Building Principal and the Superintendent of Schools.

Interested Students please send resumes to:  KKay@medford.k12.ma.us

Religious School Teacher Needed for Spring Semester in Medford

Religious School Teacher Needed for Spring Semester in Medford:

Are you creative with children?  Can you teach Hebrew reading and prayer?  Do you have camp/classroom/youth group experience in a Jewish setting?  If the answer to these questions is “yes”, then please apply for a teacher position with us:  Please send a cover letter and resume to rsdirector@templeshalommedford.org or leave a message at 781-396-3262 at the Temple office.

Temple Shalom Religious School in Medford, is looking for a Kitah Aleph (Grade 1) Teacher on Sunday, 9:30 a.m. – 12:00 p.m.  Curriculum subjects include:  Hebrew/Prayer, Holidays, Mitzvot (obligations),and Israel.

Candidates should be excited to teach children, have a strong Jewish background, and be willing to collaborate on lesson planning (follow a written curriculum and submit a lesson plan prior to class).  Temple Shalom is a Conservative Movement affiliated synagogue.  We offer teacher support, generous compensation, a relaxed setting and small student groups. We are approximately a 30-minute walk from Tufts University; carpools are available, if you do not have transportation.

Wildflower Schools: After School Teacher Leader

Wildflower Schools is in search of a passionate advocate for young children with EEC Lead Teacher
Certification. The ideal candidate is interested and available to work 3-4 hours per day Monday through Friday,
designing, leading, and teaching in an after school program aligned with the Wildflower principles. The after
school teacher leader will work in a team of 2 to 3 teachers and in conjunction with school teacher leaders.

Who we are?
Wildflower is an ecosystem of decentralized Montessori micro-schools that support children, teachers, and
parents. We aim to serve racially and socioeconomically diverse communities with exceptional authentic
Montessori education. Wildflower aspires to give all children and families the opportunity to choose high
quality, beautiful learning environments as they follow life’s unfolding journey.

What Will you Bring?A deep commitment to children - You have a strong understanding of child development and
support growth through independence. You model respect for each individual in your company,
children and adults alike, and appreciate the unique journey of each independent child.
● Communication & leadership - Your default mode is “yes.” You are flexible, open-minded, see
opportunity in obstacles, and are energized by using creativity and resourcefulness to create solutions to
problems. You are comfortable communicating with school leaders, co-teachers, parents & children.
● Commitment to serving diverse and multifaceted communities - You are eager to expand access
to Montessori for racially and socioeconomically diverse communities and are committed to
supporting the development of intersectional communities.
● Generosity of spirit - You live with kindness, practice gratitude and lead with love. You seek advice
openly and are comfortable working in a non-hierarchical organization.
● A desire to learn and grow - You are eager to stretch beyond your current experience, to develop new
skills and expertise and to more fully explore your purpose and potential.

If you would like to learn more about a position in a Wildflower school, please send an email with your resume
attached to recruitment@wildflowerschools.org. A member of our team will follow up with you within a week
or so. We are excited to meet you!

Opening: PreK LTS Position at Northeast Elementary School in Waltham

WALTHAM PUBLIC SCHOOLS AVAILABLE POSITION

As of October 11, 2018

SCHOOL VACANCY
Northeast Elementary School

PreK LTS- MA DESE and Special Education Moderate Disability license required- start date November 30, 2018- January 4, 2019
Please send a letter of intent and include experience by October 25, 2018 to: employment@walthampubicschools.org
Non-Discrimination Notice: Waltham Public Schools does not discriminate on the basis of race, color, religion, disability, national origin, gender, gender identity or sexual orientation.