Category Archives: Teacher Education

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.

Atrium Summer Institute for Educators

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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.