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

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.

Massachusetts Commission on LGBTQ Youth, Executive Director

Executive Leadership · Massachusetts Commission on LGBTQ YouthTemporarily Remote

Share Tweet ShareMail

The Massachusetts Commission on LGBTQ Youth was founded in 1992 by Governor William Weld as the Governor’s Commission on Gay and Lesbian Youth and was designed to respond to high suicide risk among gay and lesbian youth in the Commonwealth. In 2006, we transformed into an independent state agency established under M.G.L. Chapter 3 Section 67 and today we are the Commission on Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQ) Youth, mandated to advise others in state government on effective policies, programs, and resources for LGBTQ youth.

Our 50-member Commission and its staff issue annual recommendations, work in partnership with 18 state entities, and hold community events and listening sessions. The Commission also produces the Safe Schools Program with the Department of Elementary and Secondary Education, provides training and technical assistance to schools across the state, organizes the statewide network of Gender and Sexuality Alliances (GSAs), and works to make schools safer for all students. 

Justice Resource Institute (JRI) is the Commission’s fiscal agent and a leader in social justice and one of the largest non-profit human service agencies in New England with over 100+ diverse programs and services.

About the Opportunity

The Executive Director will be responsible for overseeing a diverse range of Commission activities including policy and research initiatives, budget, personnel, consultants, operations, and the Commission’s Safe Schools Program for LGBTQ Students in partnership with the MA Department of Elementary and Secondary Education (DESE). You will also have a chance to work collaboratively with staff and Commission members to develop a racial justice plan for our internal and external work. In addition, you will lead initiatives that provide support for LGBTQ youth in the foster care system, launch a train-the-trainer program at the Executive Office of Health and Human Services, and work with DESE to meet the training and technical assistance needs of school districts.

This role will report to the Commission Chair and Director of Community Health and Education at JRI. The Executive Director will manage and lead the staff team of 5.5. 

Key Responsibilities

As a key focus of their work, the ED will be responsible for the following:

Strategy and Leadership in Programs and Policy

  • Act as the lead author and coordinator of the Commission’s annual policy recommendations in collaboration with the Legislative & Policy Manager with input from Commission membership teams.
  • Recommend policy priorities for the Commission, with particular attention to transgender youth, LGBTQ youth of color, and out-of-home youth.
  • Serve as the liaison to executive branch agencies, the Legislature, and other state entities on behalf of the Commission.

Programmatic and Operational Management 

  • Annually coordinate state budget funding recommendations and rationale to increase the Commission’s line item allocation as well as an advocacy plan to inform legislators.
  • Manage the Commission’s budget and develop the upcoming annual budget proposal in collaboration with the chair, executive committee, fiscal agent, staff, and stakeholders in compliance with legislative funding restrictions that require support of the MA anti-bullying law.

Staff/Stakeholder Management and Engagement

  • Committed to developing a positive collaborative culture that is strongly committed to ensuring high levels of acceptance and support necessary for LGBTQ youth to thrive.
  • Manage the staff and consultants of the Safe Schools Program (SSP) in partnership with DESE to maximize support for LGBTQ youth in schools, with a focus on the MA anti-bullying law, through research, policy, training, curriculum, and GSA initiatives.
  • Represent the voice of the Commission in media relations, community relations, and government relations.
  • Any additional job related duties as directed by supervisors in collaboration with the Executive Committee.

Qualifications & Experience

There are innumerable ways to learn, grow and excel professionally. We respect this when we review applications and take a broad look at the experience of each applicant. We want to get to know you and the unique strengths you will bring to the work. This said, we are most likely to be interested in your candidacy if you can demonstrate the majority of the qualifications and experiences listed below:

  • Track record of servant leadership with a generosity of spirit that seeks to learn from and understand others in an effort to achieve excellence
  • Demonstrated experience supervising staff/consultants and creating cultures of collaboration, interdependency, and professional learning
  • Strong written and verbal communication skills; a persuasive and passionate communicator with excellent interpersonal and multidisciplinary project skills
  • Thorough knowledge of non-profit organizational operations, financial and accounting policies and practices
  • Strong strategic thinking and organizational development skills with an ability to use data to make decisions and to translate strategy to action
  • Knowledge and understanding of LGBTQ youth issues and social justice
  • Experience with research, public policy analysis and authoring reports
  • Bachelor’s Degree or an equivalent amount of experience & education
  • Prior experience with advocacy in governmental or similar settings preferred
  • Willingness to work flexible hours (including evening meetings)

Compensation & Benefits

The salary range for this role is $85,000 – $90,000. We’ll promote your professional growth and development by providing access to a competitive salary and benefits package and additional employee benefits that include but are not limited to through JRI: 

  • Opportunities for training, professional development, and advancement
  • Generous Paid Time Off (PTO) starting within the first year
  • Tuition reimbursement – up to $4,000 per year
  • Over 76% covered health insurance
  • 100% dental insurance
  • Extended medical leave
  • Short and Long term disability
  • T-Pass program
  • 401K – JRI matches employee contributions up to $800/calendar year
  • Pension (vested after 5 years)
  • $1,000 Sign-On Bonus after 90 day introductory period

More detailed benefits information could be found HERE.

How to Apply:

The Commission has engaged Positively Partners to manage this search on its behalf. To apply to this position, please have an updated resume and a thoughtfully written cover letter to the attention of the Search Committee. For confidential inquiries or for assistance in completing the application, please contact us via email at and a member of our team will follow up.

Making the Decision to Apply

We will review and respond to all applications received. While subject to change, candidates elected to advance throughout the process can expect to progress through a process that includes initial conversation with Positively Partners in January 2022, an interview with the Commission Chair, and for finalists, an interview day with members and staff of the Commission. Anticipated start date is Spring 2022.

Due to COVID-19, our offices are currently closed until further notice and all responsibilities will be conducted remotely. Once we can safely return to the workplace following COVID-19, there is the expectation of occasional trips to our office in Boston and all employees are required to be fully vaccinated or can request an exemption. 


JRI is strongly committed to providing an inclusive, diverse and welcoming environment for our employees and the people we serve. Persons from diverse backgrounds including women, communities of color, the LGBTQ community and people with disabilities are encouraged to apply. JRI is an equal opportunity employer.

Additional information

  • Remote statusTemporarily remote

Director, Session Based Programs for Girls Rock Campaign Boston (temporarily remote)

The mission of Girls Rock Campaign Boston (GRCB) is to empower girls, women, and youth and adults with marginalized gender identities to believe in themselves by building a supportive community that fosters self-expression, confidence and collaboration through music education and performance.

GRCB is seeking an energetic, dynamic, and collaborative Director of Session Based Programs to join our team. In this role, you will lead the evolution of our music based week-long Summer Sessions for Youth and Weekend Sessions for Adults, as well as GRCB’s ongoing Sing Out, Speak Up, Make Noise, workshop series. In addition, you will have the opportunity to develop and implement special projects which have the potential to become new, ongoing programs. 

In this newly-created role, you will be responsible for all aspects of our session-based programs, including the development of curriculum and programming, training and ongoing supervision of volunteers, recruitment and coordination of youth and adult participants, and managing the program budget. The ability to foster and enhance community relationships and partnerships is a crucial component of this role.

You will join GRCB’s Program Team, working in partnership with GRCB’s Director, Community Programs, to implement GRCB’s organizational vision and strategic plan to ensure that programming provides maximum impact for girls, women, and youth and adults with marginalized gender identities. 

The ideal candidate will possess the following:

  • Significant experience in the development and implementation of youth programming.
  • Ability to evolve, develop, and direct music curriculum including the ability to support Instructors with musical lesson plan design and understanding of best practices for music education across age ranges, instruments, and skill levels
  • Highly developed skills in planning, organizing, and attention to detail with the ability to prioritize, self-direct work, attend to multiple projects with overlapping deadlines, and complete projects in a timely manner.
  • Understanding of best practices in volunteer management, including training, recognition, motivation and appreciation.
  • Outstanding communication skills along with demonstrated ability to develop and grow community partnerships. 

When GRCB started in 2010, we set out to create opportunities for girls and women to find their unique voices and build community through music. In the years since, we have expanded our understanding of gender, and now recognize that the liberation of women and girls is part of the broader fight for gender justice. 

Additionally, there is no gender justice without centering the intersecting identities of Black, Indigenous, People of Color (BIPOC) and Queer, Trans, People of Color (QTPOC). Historically and currently, these individuals have experienced oppression within white, cisgender female “feminist” spaces, as well as appropriation within the music industry. As a feminist music organization, GRCB works to remove any barriers within our community and uplift the voices of all marginalized genders, BIPOC, and QTPOC.

Girls Rock Campaign Boston 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.



  • Lead the development, coordination, oversight, and evaluation of GRCB’s existing Summer Sessions for Youth, Weekend Sessions for Adults, and our ongoing Sing Out, Speak Up, Make Noise Workshop Series.
  • Collaborate with the Program Team and volunteers to develop program evaluation tools to ensure consistent, high-quality evaluation and goal setting for all programs; review and update as needed.
  • Develop and implement additional program offerings based on capacity, community input, and constituent needs.
  • Adapt programs into virtual formats if necessary

Volunteer Coordination 

  • Lead efforts to recruit, place, train, supervise, and retain the 150-200 volunteers who participate on relevant Volunteer Teams and support Summer Sessions, Weekend Sessions, and Workshops.
  • Collaborate with the program team to design, implement, and facilitate strong volunteer orientation and ongoing training and skill development programs.
  • Coordinate Youth Volunteer program within summer sessions.

Participant Coordination 

  • Lead the recruitment and coordination of at least 150-200 Youth and 100 Adult participants each year.
  • Foster strong and consistent communication and relationship building with youth and families.
  • Collaborate with the Board of Directors’ Diversity, Equity and Inclusion Committee to evaluate and implement fair, equitable and sustainable admission policies and tuition.

Enhance and implement GRCB’s organizational vision and strategic plan

  • Enhance community outreach, foster current partnerships, and develop new community partnerships


Required Knowledge / Skills / Abilities

  • Experience developing, implementing, and evaluating youth programming or other relevant experience
  • Highly motivated with ability to prioritize, self-direct work, attend to multiple projects with overlapping deadlines, and complete projects in a timely manner
  • Excellent verbal and written communication skills and highly developed ability to effectively communicate with groups of stakeholders for recruitment, coordination, and training purposes. Demonstrated experience with relationship building.
  • Understanding of best practices in volunteer management, including training, recognition, motivation and appreciation.
  • Ability to evolve, develop, and direct music curriculum including the ability to support Instructors with musical lesson plan design and understanding of best practices for music education across age ranges, instruments, and skill levels
  • Highly developed skills in planning, organizing, and attention to detail
  • Ability to work independently, take initiative, and execute tasks with minimal supervision
  • Ability to work in a team setting and value a supportive and collaborative work environment
  • 3-5 years of experience in education, youth programming, music education or equivalent related experience.

Preferred Knowledge / Skills / Abilities

  • Working with Adult Learners
  • Experience developing, planning, and implementing budgets
  • Familiarity with database systems and program data collection.
  • Familiarity with Google Drive Suite

Reports to: Executive Director

Time Commitment, Schedule, Working Conditions: Full Time Employee, Monday-Friday 9:00-5:00 preferred, schedule may be negotiated. Ability to work nights, weekends and full week/weekend sessions when requested or required. Staff is currently working remotely. 

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified. Girls Rock Campaign Boston reserves the right to modify position duties at any time, to reflect process improvements and business necessity.

Details at a Glance

  • Time Commitment

Full Time Schedule

Start Date

January 17, 2022

Application Deadline
  • January 7, 2022

USD $50,000 – USD $53,000/ year


Generous PTO and Sick Time, 403b with Partial Employer Match, Professional Development Opportunities


TEMPORARILY REMOTEWork must be performed in or near Boston, MA

Associated Location

Boston, MA, USA

How to Apply

Go to WebsiteSend Email

To apply, please send your resume and cover letter or sample of work to Please format the subject heading, “Director, Session Based Programs – First Name Last Name.”

Girls Rock Campaign Boston| Boston, MAApply

Seeking Social Emotional Learning Program Intern

I am seeking a part-time paid intern to assist with outreach and research for a social/emotion learning program.

For the past 26 years (now via zoom), we have been presenting Social/Emotional Learning programs to over 5,000 NYC public school parents and teachers. The foundation of the program is that children thrive socially, emotionally and academically in a healthy home environment. The programs support parents in taking better care of themselves through yoga/mindfulness, enhanced nutrition and by developing essential life skills they can teach their children by example: skills such as focused listening, assertive communication, peaceful conflict resolution, forgiveness, exercising conscious choice and taking responsibility.

Ideally the applicant would have experience working with education organizations or be enrolled in graduate education but this is not a necessary qualification to apply for the position.

The intern would:

1. Support and understand this type of education.

2. Be proficient in doing the necessary research to identify organizations that support Social/Emotional Learning in public schools.

3. Be proficient in contacting and speaking with interested organizations.

4. Possibly assist in the zoom presentation of our programs.


· A part time position requiring approximately 10-15 hours per week

· $15 per hour that can be done at home.

· The position is available as soon as possible.

· Possibility for advancement or graduate credits

Please reply to with a resume and letter of interest.

For more information please go to

Volunteer Mentors Needed Across Tufts Campus

Nutrition Equity Scholars Program 

 As part of Tuft’s Commitment to addressing racial inequity, we are launching a pipeline program in December to help connect diverse communities in Boston to the Friedman School through the Nutrition Equity Scholar Program (NESP). We are currently recruiting mentors for this virtual mentorship program for Boston Public School Students. The program provides:

  • Students mentorship.
  • Nutrition workshops.
  • College application support.
  • Connections with the Friedman School.

Mentor responsibilities include checking in with students virtually for 15-60 minutes a week during the school year to help connect students with educational resources, provide guidance and support them in making progress towards their academic and nutrition goals. 

If you are interested in learning more or becoming a mentor, check out the NESP website and click on the Become a Mentor tab!

Additionally, If you would like to support in a different role, such as helping with curriculum development for workshops, tutoring, or building partnerships in the community, send an email to

Childcare for remote learning

I am looking for a  college or graduate student to help with remote learning in my home this school year. This person would oversee  online curriculum as well as provide general care for my two boys ages 5 and 7. 

Hours are Monday and Friday 7:30am-4pm. I may be in the home part of the day on Fridays doing work remotely. Position would begin in Monday September 14th. This schedule will remain in place until the boys return to hybrid learning. At that time, I will only need one day of help (either Monday or Friday). This will continue until the boys are back at school for full-time, in-person learning

Responsibilities include:

  • Help children log in to their daily online sessions and ensure they remain engaged
  • Support children with independent learning assigned by the teacher
  • Supervise activities for free time which will include time outdoors
  • Assist with lunch and snack

Contact: Jaimie:

Remote Learning Support

Reading family looking for help 2-3 days a week with remote learning (flexible on days and times) for our 2 boys- 3rd and 6th graders. Pay very competitive. Ideal situation would be for someone to help both boys with remote learning including calls, assignments, extra help on subjects like Math and English, or where needed. Mom will be working from home.

Available to start mid-September. 

Please reach out with interest to Lisa Nadeau at  

After school babysitter in Arlington

We are looking for an after school babysitter for our two daughters in Arlington, near Arlington Center.  The job is 3-5 afternoons a week from 2:30 to 6. 

– The bulk of the time will be spent with our fun and energetic 4th grader (9 1/2 years old). We would like someone to help her navigate her after school hours while we are working from home in other parts of our house.   
–  Duties would include helping her get a snack, helping her get set up with and complete homework, helping her get ready for and logged into any remote after school activities she has (or driving her to those activities if they eventually resume in-person), and, if she has free time, hanging out together and going outside to get physical activity whenever possible.
–  The job would also include picking up our younger daughter (5 years old) at preschool at 5 pm and bringing her home, and then hanging out with both girls until we finish up with work. 
– Assuming the hybrid program moves forward in Arlington public schools, our older daughter will be at school two days a week and then remote the other three days. If possible, we need the babysitter to pick her up at school on the in-school days at 2:30 p.m., and on the remote days, the babysitter would arrive at our house at 2:30 p.m. 
–  If there is downtime while the older daughter is in a remote class or independently working on homework, we would like the babysitter to fill the time with some light housework such as unloading the dishwasher, tidying up the girls’ rooms, etc.

Pay range is $18-$22 per hour, dependent on experience. Clean driving record required. Preferred if the babysitter has her own car, though use of ours is a possibility. 

Contact: Jillian Pesin-Fulop at

Special Education Tutor for Remote Learning

We are looking for a part-time education or grad student with special education experience to assist/supervise remote/hybrid  learning provided by  Medford Public Schools. This will be for 2 rising 7th graders who attend the same Middle School.

Both students are on an IEP with different needs and services. Start date is 9/16/20 and will continue possibly through the school year. One student will be starting school  in person for  four days while the other student will start remote learning, then hybrid later in the fall.  
Responsibilities to assist both students with their IEP accommodations during the school day on remote learning days; pick up student(s) after school and return home to help with homework. 
Hours: Will vary approx $20-$30 hrs per week (Monday through Friday, Wednesday will be  remote for all students) depending if Medford is in remote or hybrid mode.

  • Must have car.
  • Location: at child(s) home.
  • We are looking for someone with good references
  • Compensation: negotiable depending on experience.

Please contact Lynda Panico: