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<h3>Job Description</h3>
Job Description
Join Livius Prep: Where Expert Tutors Focus on What Matters Most—Teaching
At Livius Prep, we empower every student to achieve their academic goals through personalized, high-impact instruction. We’re seeking experienced educators who are passionate about mentoring students and want to focus fully on teaching—without the burden of managing billing, scheduling, or administrative logistics.
We are currently hiring a highly skilled SAT/ACT Tutor for a part-time, in-person role located in our Lexington, MA office. This position involves working directly with high school students to prepare them for standardized tests and guide them through the college admissions process.
What We Offer:
<ul>
<li>
A steady stream of students matched to your expertise
</li>
<li>
Administrative support for scheduling, billing, and parent communication
</li>
<li>
A collaborative, professional environment focused on student success
</li>
<li>
Opportunities for growth and professional development
</li>
</ul>
What We’re Looking For:
We’re specifically seeking candidates with a proven track record of helping students achieve significant score improvements and gain admission to top-choice colleges. You should be confident in your ability to deliver results and build meaningful relationships with students and families.
Key Responsibilities:
<ul>
<li>
Deliver 1-on-1 SAT/ACT instruction
</li>
<li>
Create and implement personalized tutoring plans
</li>
<li>
Teach strategies to improve test-taking confidence and performance
</li>
<li>
Provide college counseling support (essays, applications, school selection)
</li>
<li>
Stay current on test formats and admissions trends
</li>
<li>
Track student progress and communicate with families and staff
</li>
<li>
Foster a motivating and supportive learning environment
</li>
</ul>
Requirements:
<ul>
<li>
Bachelor’s degree in education, counseling, or a related field
</li>
<li>
Demonstrated success in SAT/ACT tutoring and college counseling
</li>
<li>
Deep understanding of standardized test strategies
</li>
<li>
Strong communication and interpersonal skills
</li>
<li>
Ability to work independently and as part of a team
</li>
<li>
Reliable transportation within the Boston area
</li>
<li>
Availability for evenings, weekends, and some daytime flexibility
</li>
</ul>
Compensation &amp; Benefits:
<ul>
<li>
Competitive hourly rate based on experience
</li>
<li>
Administrative support—no billing or scheduling responsibilities
</li>
<li>
Inclusive and supportive work culture
</li>
<li>
Professional development opportunities
</li>
</ul>
Equal Opportunity Commitment:
Livius Prep is an intentional equal opportunity employer. We foster a climate of purposeful inclusion where all individuals feel safe, valued, and supported. We celebrate diversity in all its forms—including sex, age, race, ethnicity, national origin, disability status, sexual orientation, and gender identity—and these values guide every aspect of our hiring process.
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Test Prep Tutor - SAT/ACT

<h3>Job Description</h3>
Job Description
The Wellness Manager is responsible for promoting and maintaining the overall health and well-being of employees within Lynn Community Health Center. This role combines preventative healthcare strategies, wellness initiatives, and occupational health services to ensure a safe, healthy, and productive workforce
Key Responsibilities
<ul>
<li>Manage fitness-for-duty attestations for clinical staff during initial credentialing and re-credentialing (every two years). Maintain documentation of fitness-for-duty attestations and track necessary follow-ups.</li>
</ul>
<ul>
<li>Monitor and evaluate workplace risks and hazards, making recommendations to mitigate health and safety concerns.</li>
<li>Maintain records of employee health assessments and track compliance with regulatory requirements.</li>
<li>Develop and Implement wellness programs aimed at improving employee health and reducing absenteeism in coordination with the LCHC Wellness Committee.</li>
<li>Ensure compliance with OSHA regulations, health and safety standards, and other relevant government guidelines.</li>
</ul>
Qualifications:
Education and Certification
<ul>
<li>Associate's degree in Nursing required, -Bachelor’s degree in Nursing (BSN) preferred-</li>
<li>Current Registered Nurse license in Massachusetts</li>
<li>Certification to conduct ergonomics assessments preferred</li>
<li>Certification in Occupational Health Nursing (COHN) preferred</li>
</ul>

Wellness Manager

<h3>Job Description</h3>
Job DescriptionDescriptionThe Teacher Assistant is responsible for assisting the Teacher with the care and education of a group of children as part of a teaching team. The Teacher Assistant assists with the planning and implementation of the Education Component objectives of the Performance Standards.&nbsp; The Teacher Assistant is responsible for promoting the mission of ABCD Head Start &amp; Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community.&nbsp; This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures.&nbsp; All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G.&nbsp; Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality. Key ResponsibilitiesESSENTIAL DUTIES:Teaching Practices Provides pre-school children with a joyful, nurturing, safe, healthy individualized environment and the varied experiences which help them develop socially, intellectually, physically, and emotionally in a manner appropriate to their age and stage of development in relationship to the overall goal of social competency.Observation, Planning and Documentation
<ul>
<li>Participate in the daily observations of children.</li>
<li>Participate in a minimum of two home visits and three parent/teacher conferences per family per year.</li>
<li>Participate in the development of and implementation of developmentally-appropriate lesson plans and individualized activities.</li>
<li>Participate in the development and implementation of written Individual Education Plans (IEP's) for children with special needs.</li>
<li>Engage in record keeping activities (e.g. keeping records of daily observations of children and of communication with parents).</li>
<li>Participate in Team meetings.</li>
</ul>
Additional Duties &amp; Tasks
<ul>
<li>Attends meetings as necessary.</li>
<li>Maintain the EEC requirements including child to staff ratios, classroom supervision, etc. Participates in the day to day operation of the classroom/center.</li>
<li>Provide classroom coverage in the absence of the Teacher or Lead Teacher.</li>
<li>Report to the Teacher or Lead Teacher regarding the daily implementation of classroom duties.&nbsp;</li>
<li>Report to the Program Director for all matters relating to terms of employment and center operations.</li>
</ul>
 Skills, Knowledge and ExpertiseSKILLS, ABILITIES &amp; KNOWLEDGE
<ul>
<li>Develop activities and strategies for involving parents in the educational aspects of the program in order to enhance their role as the principle influence in their child's education and development and increasing their knowledge and understanding of the skills and experiences in child growth and development.</li>
<li>Good interpersonal skills; work cooperatively as a member of a teaching team, with other program staff and parents.</li>
<li>Possess bilingual ability where appropriate.</li>
<li>Demonstrated knowledge and sensitivity to the education and socioeconomic needs of the children and families served in Head Start.</li>
<li>Ability to work with a culturally diverse low-income population.</li>
</ul>
Professionalism
<ul>
<li>Engage in ongoing staff development to expand professional skills.&nbsp;</li>
<li>Maintain professional boundaries in relationships with staff and families.&nbsp;</li>
<li>Maintain confidentiality of child and family information at all times.&nbsp;</li>
</ul>
Physical/Environmental Demands and Conditions&nbsp;The Teacher Assistant must have the capability to engage in the physical activities incident to the job, including without limitation, the capability to:
<ul>
<li>Lift and move pre-school age children.</li>
<li>Remain alert during naptime supervision.</li>
<li>Supervise and monitor children by sight and sound at all times.</li>
<li>Respond to children in the case of an emergency in order to ensure safety, such as the capability to react quickly and chase after a child if her or she runs toward danger or tries to leave the classroom.</li>
<li>Attend to the needs of children with disabilities, including physically challenged children.</li>
<li>Lift and move equipment and furniture as necessary to facilitate the execution of classroom activities.</li>
</ul>
 EDUCATION &amp; EXPERIENCE: High school diploma or equivalent required. Active Preschool Child Development Associate Credential; ECE Certificate or EEC Preschool Lead Teacher certified, or enrolled in a degree program leading to an Associates or Bachelor’s degree in early childhood education or related field, or enrolled in a CDA program to be completed within two years with experience teaching preschool age children.&nbsp; EEC preschool teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred.

Teacher Assistant: Head Start (46 wk)

<h3>Job Description</h3>
Job Description
This position provides transition services for at-risk high school students with disabilities using an experiential, competency-based approach to develop employment, academic, and independent living skills for adulthood in a small group setting.
 Essential functions
<ul>
<li>Reasonable accommodation will be provided to enable individuals with disabilities to perform these essential functions.</li>
<li>Deliver daily academic activities through presentations, workshops, and training sessions.</li>
<li>Recruit and engage students from regional high schools to participate in the program.</li>
<li>Present informational sessions about GSIL's educational program to regional high schools, charter schools and other interested parties.</li>
<li>Coordinate work experiences in collaboration with employers, schools, students, and families.</li>
<li>Design and implement extended learning opportunities tailored to student needs.</li>
<li>Provide a minimum of fifteen (15) hours face-to-face in person instruction per week in a small group setting. Competencies</li>
<li>Facilitate career development by utilizing assessment software, employer networking, and employment preparation strategies.</li>
<li>Adapt communication and instructional methods to accommodate diverse academic levels and learning styles.</li>
<li>Maintain focus and flexibility in dynamic, high-stress environments while making rapid decisions.</li>
<li>Manage multiple priorities effectively to achieve program and student goals.</li>
<li>Support students in recognizing their potential and guiding them through self-development processes.</li>
<li>Collaborate effectively while working independently to meet organizational objectives.</li>
</ul>
 Physical/Mental demands
<ul>
<li>Regularly required to sit, use office equipment, and move throughout the building or attend external meetings.</li>
<li>Occasionally lift or move objects up to 50 pounds.</li>
<li>Must communicate, comprehend, and present detailed information, including financial data.</li>
<li>Requires exceptional judgement and creativity for decision-making and evaluation.</li>
</ul>
Travel required – must have valid driver's license, reliable transportation, and GSIL's minimum insurance coverage.
<ul>
<li>Required education and experience</li>
<li>Teaching or instruction experience.</li>
<li>Experience with adolescents, at-risk youth, or high school students with disabilities. Preferred education and experience</li>
<li>College degree preferred.</li>
<li>Knowledge of special education law, IEPs, 504 plans, accommodations and modifications.</li>
<li>Proficiency in Google Suite (Classroom, Docs, Sheets, Slides, Forms, Gmail) and Microsoft Office (Word, Excel, PowerPoint). Additional eligibility requirements</li>
<li>Ability to drive a 14-passenger vehicle.</li>
<li>Perform duties related to driving the 14-passenger vehicle including but not limited to, identifying and reporting vehicle maintenance issues.</li>
</ul>
 Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.
Benefits:
<ul>
<li>Dental insurance</li>
<li>Flexible spending account</li>
<li>Health insurance</li>
<li>Health savings account</li>
<li>Life insurance</li>
<li>Paid time off</li>
<li>Professional development assistance</li>
<li>Retirement plan</li>
<li>Tuition reimbursement</li>
</ul>
About Us
Granite State Independent Living is a statewide non-profit and New Hampshire's only Center for Independent Living, we stay close to our roots with a focus on our 5 core services of education, information, advocacy, support, and transition services for people with disabilities and underserved youth. We can speak and think with authority on behalf of the people we serve and support because we are led by a board of directors and staff of which over 51% are people with disabilities. 
We carry out our mission through our Home Care Services, Community-Based Disability Supports and Employment Services. With the help of our local New Hampshire communities, we assist people with the tools for living life independently, so they can change their lives for the better. While much has changed over the years, one thing remains the same; GSIL is committed to the principle of personal choice and direction.

Educational Transition Specialist-Dover NH

<h3>Job Description</h3>
Job DescriptionSalary: $60,000 - 75,000 per year. 
Responsible for conducting client trainings, project management, document preparation, reports, travel, meeting with government and regulatory officials, overseeing and running field crews of 10 - 15 manual laborers, and management of universal waste and hazardous materials.
Essential duties
<ul>
<li>Lead virtual trainingof the handling and packaging of hazardous materials.</li>
<li>Communicating topics centered around personal protective equipment, emergency response scenarios, compliance with national and international regulatory frameworks, technical documentation and packaging/labeling.</li>
<li>Assisting clients in complying with national and international regulations for various programs.</li>
<li>Completing projects in compliance with complex international regulatory frameworks.</li>
<li>Completing environmental reports and other technical documents.</li>
<li>Assisting clients in complying with local, regional, state, federal and international regulations for various programs.</li>
<li>Assisting clients in the preparation and management of state, federal and international hazardous waste field services projects.</li>
<li>Assisting in coordinating shipping, packaging, and logistics for international imports, exports, and intrastate movements of hazardous waste and dangerous goods.</li>
</ul>
Position requirements
<ul>
<li>Bachelor's degree.</li>
<li>Organized and competent with Excel, Word and Outlook.</li>
<li>Ability to interact with many different types of individuals, including executives, scientists, engineers, and other business professionals.</li>
<li>Strong technical writing and oral communication skills with the ability to effectively communicate ideas and properly describe problems and solutions.</li>
<li>Project management experience.</li>
<li>Must be a self-starter with the ability to work independently and in a team environment.</li>
<li>At least 3 years full-time related experience since college.</li>
<li>Position will require 10% of field work mostly outside the US for up to 14 days at a time.Must be willing to travel to Africa, Middle East, Asia, Eastern and Western Europe and Latin America locations.</li>
<li>Must be legally authorized to work in the United States.</li>
<li>Position will require occasional night shifts, to cover international virtual trainings.</li>
</ul>
Other desirable skills
<ul>
<li>Logistics experience.</li>
<li>Audio/Video production experience.</li>
<li>Bilingual in Spanish and English preferred.</li>
</ul>
Working conditions
<ul>
<li>Some job functions are performed in an office environment with minimal exposure to safety hazards. The job requires operation of standard office equipment, including computers, telephones, copiers, etc.</li>
<li>The job requires domestic and international travel for up to 14 days at a time. International travel is a requirement with a particular focus on Africa, Asia and the Middle East. Field work requires significant physical exertion, including sitting, standing, heavy lifting, carrying, pushing, pulling, stooping, bending, kneeling, and reaching. Work is performed indoors and outdoors around machinery and forklifts. Some tasks may require exposure to dampness, heat, humidity, or cold temperatures. Work on ladders, elevated platforms and slippery uneven surfaces may be required.</li>
<li>The job requires following written and oral instructions, attention to detail, ability to multitask, ability to work with others and ability to meet deadlines.</li>
<li>The job requires following established policies and procedures, meeting quality and safety standards and regular attendance.</li>
<li>The job requires making decisions based on experience and knowledge without supervision and requires responsibility for results.</li>
</ul>
 
Additional notes
Salary is based on experience and qualifications.We offer excellent benefits, including health, dental and pension, and opportunity for career growth, training and continuing education. Please do not apply if you live more than 40 miles away and do not plan on relocating.

Training Instructor and Field Services Manager

<h3>Job Description</h3>
Job DescriptionBenefits: 
<ul>
<li>401(k) matching</li>
<li>Competitive salary</li>
<li>Dental insurance</li>
<li>Employee discounts</li>
<li>Free food &amp; snacks</li>
<li>Free uniforms</li>
<li>Health insurance</li>
<li>Paid time off</li>
<li>Training &amp; development</li>
<li>Tuition assistance</li>
</ul>
 At Primrose, our teachers are the heart of our school. We invest in you with the support, resources, and benefits you need to thriveso you can focus on what matters most: helping children grow. What We Offer 
<ul>
<li>Competitive pay (based on experience &amp; education)</li>
<li>Health, dental, and vision insurance (Blue Cross / Delta Dental)</li>
<li>About 18 paid holidays (closed Christmas Eve to New Years Day) + vacation and sick time</li>
<li>401k with employer match*</li>
<li>All classroom supplies provided (including dcor, books, art, and snacks!)</li>
<li>Paid planning time covered by support staff</li>
<li>Career growth and advancement opportunities </li>
</ul>
What Youll Do 
<ul>
<li>Partner with your co-teacher to create a nurturing classroom environment</li>
<li>Build strong, positive relationships with families</li>
<li>Use our Balanced Learning curriculum (no lesson planning on your own!)</li>
<li>Foster a fun, supportive classroom where toddlers feel safe, loved, and ready to learn </li>
</ul>
Who You Are 
<ul>
<li>A caring, energetic teacher who loves working with toddlers</li>
<li>A strong communicator and team player</li>
<li>Excited to learn, grow, and make a difference every day</li>
</ul>
Join us at Primrose School of Exeter and be part of a team that values, supports, and celebrates you. Apply today! * 401k Plan - results will vary and will depend on market returns, length of time invested, frequency and amounts of investment, and other factors. Please consult a financial advisor for advice on participation in a 401k or any other investment vehicle. Primrose School of Exeter is an equal opportunity employer. All are welcomed and celebrated here. MLBC

Daycare Teacher Toddler (12mo-24mo)

<h3>Job Description</h3>
Job Description
Job Summary: As a Mathematics Teacher, you will be responsible for teaching high school math at our Chelsea campus. In addition to delivering rigorous instructional content, you will support the social-emotional learning of students and collaborate with other academic support staff to ensure the success of all students. Bilingual candidates are encouraged to apply. Curriculum and Instructional Responsibilities:
<ul>
<li>Design and deliver rigorous instructional content, including lessons, curriculum supplements, weekly overviews, scope and sequence plans, and performance assessments in alignment with the curricular framework.</li>
<li>Support the social-emotional learning connected to college and career readiness, including providing 1:1 support as needed.</li>
<li>Participate in weekly professional development sessions on Fridays from 1:30-4:30 PM.</li>
<li>Engage in supervision, weekly coaching cycles, and formal mid-year and end-of-year evaluations based on goals and deliverables set by the Director of Curriculum and Instruction.</li>
<li>Collaborate frequently with English as a Second Language and other Academic Support staff to ensure appropriate supports are in place for all students.</li>
<li>Collect and analyze student academic data to inform instruction and meet the individual needs of students.</li>
</ul>
 Responsibilities:
<ul>
<li>Provide timely and constructive feedback to students to support their growth and learning.</li>
<li>Use a variety of instructional strategies and resources to facilitate active student participation and mastery of concepts.</li>
<li>Foster a positive and inclusive classroom environment that promotes respect and engagement.</li>
<li>Establish clear expectations for student behavior and maintain a safe and orderly classroom environment.</li>
<li>Collaborate with colleagues to develop and implement effective instructional practices and interventions for students.</li>
<li>Serve as a mentor and guide for students, offering academic and personal support as needed.</li>
<li>Communicate regularly with parents/guardians regarding student progress and provide opportunities for parent involvement.</li>
<li>Attend staff meetings, professional development sessions, and school events as required</li>
<li>We are committed to creating a diverse and inclusive environment for our students, staff, and community. We encourage qualified individuals from all backgrounds to apply.</li>
</ul>
Qualifications:
<ul>
<li>Bachelor's degree in Mathematics or a related field (Master's degree preferred).</li>
<li>Valid teaching certification with appropriate endorsements.</li>
<li>Previous experience teaching high school math, preferably in an urban setting.</li>
<li>Strong knowledge of math curriculum standards and instructional strategies.</li>
<li>Ability to effectively use data to improve instructional practices and support student achievement.</li>
<li>Excellent communication skills and the ability to build positive relationships with students, colleagues, and families.</li>
<li>Commitment to ongoing professional development and learning.</li>
</ul>
Who We Are
Phoenix Charter Academy aims to show the world what all young people can do, and to defy the limitations of societal assumptions, classism, and racism. Phoenix Charter Academy was founded on the unwavering belief that all students can succeed at high levels. While this mantra is typical of high-performing schools, particularly those in the charter sector, Phoenix truly endeavors to reach every student, focusing on a growing number on the margins of the traditional public district education system: students who have dropped out of high school, students who are parenting children of their own, students who are or have been involved with the juvenile justice system, students who are older and new to the country and cannot gain access to public schooling, and students who are under-credited relative to the number of years they have spent enrolled in high school. We believe that these students, like all students, are completely capable of developing the skills necessary to set themselves up for lifetimes of economic prosperity and success. We support our students with individually tailored and academically rigorous curricula and push them to succeed at the highest levels by providing them with the resources and mentoring that they need to reach their full potential.
Why Our Work is Important
Students across America are dropping out of high school at an alarming rate. Dropping out of high school has a substantial impact on a young person’s life. Over the course of their lifetime, an individual who drops out of high school is more likely to have reduced earning power, greater social service dependency, increased rates of criminal involvement, and shorter life expectancy. Phoenix Charter Academies addresses this trend by creating environments where students can demonstrate their talent and resilience and prepare themselves for success through high school, college, and beyond.
Commitment to DEI
At Phoenix, we recognize the importance of forming a school community inclusive of all visible and invisible identities. We act to ensure that our students and staff always see reflections of themselves and their communities.
At Phoenix, we aim to break down systemic barriers by providing access to resources, experiences, and differentiated supports for historically marginalized groups.
At Phoenix, we solicit, value, understand, connect, and leverage multiple perspectives and experiences. We invite all perspectives except those that perpetuate oppression or dehumanization.
At Phoenix we do not just accept difference - we celebrate it, support it, and thrive on it for the benefit of our scholars and the communities we serve. We believe difference makes us stronger. Phoenix Charter Academy is an equal opportunity employer and as such, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodations necessary to support an individual's employment.
Qualities of Phoenix staff member:
<ul>
<li>Unwavering belief in our students- Phoenix staff operate with the deeply held belief that all young people want to and can succeed even in the face of substantial systemic barriers and societal constraints.</li>
<li>Continuous Improvement - Phoenix staff approach problem solving with curiosity and desire to understand the perspectives of others. They carry an internalized sense of “I can always learn more” and know that adults at Phoenix must model the qualities of being open-minded and willing to make mistakes and learn from them. Phoenix staff members embody “lifelong learner” mindsets and strive for constant improvement.</li>
<li>Eager to Learn - Phoenix staff must be able to learn as they go in a fast-paced, ever-evolving, urgent environment. They have the desire to receive direct feedback and the ability to implement the feedback into practice quickly.</li>
<li>Commitment to Diversity, Equity, and Inclusion - Phoenix staff commit to understanding how their self-identity and experiences impact and interact with their daily work, colleagues, and students, and work toward furthering initiatives that promote a more equitable society.</li>
</ul>
What You’ll Bring:
<ul>
<li>Communication - Conveys information effectively and efficiently using verbal, non-verbal, and written communication skills; has knowledge and flexibility to communicate across lines of difference.</li>
<li>Scholar Orientation - Works to deepen understanding of scholars and centers the needs of scholars in all aspects of how the work is done.</li>
<li>Adaptability - Adjusts and strategically aligns work to the school's mission while navigating complex and changing environments internally and externally.</li>
<li>Strong work ethic with the ability to work independently and in a team environment</li>
</ul>
What You’ll Get
We want you to be the best you can so you’ll receive professional development, coaching, and the resources needed for you to succeed. An open, curious, and celebratory culture that embraces diversity as a leading asset and fosters equity and inclusion through affinity groups and continuous capacity building supported by our Racial, Justice, and Equity working group. Competitive market comp, medical, dental, vision, mental health, and wellness plans, a 403b, and employee perks such as longevity bonus and pet insurance.
Equal Opportunity Employer
We are proud to be an equal opportunity employer and as such, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodations necessary to support an individual's employment.
**The Network retains the right to modify this job description at any time, for any reason, at the Network’s sole discretion**

Math Teacher

<h3>Job Description</h3>
Job Description
Position: Physics Teacher - Leave Coverage
Department: Upper School - Science Department
Location: Milton Academy Campus, Milton, MA
Hours: Full-time with the flexibility to work nights and weekends
FLSA: Exempt
Classification: Faculty (Academic Year)
About the School:
Milton Academy is an independent college preparatory K–12 school, boarding and day in grades 9–12, located just outside of Boston.
Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care.
In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, “Dare to be true.”
Summary of Position:
Milton Academy is seeking a full-time Physics Teacher to join the Upper School Science Department for a semester leave coverage beginning in January 2026 and ending in June 2026 with potential to extend into the 26-27 school year based on department staffing needs. We are looking for an educator who is passionate about fostering a dynamic and inclusive learning environment that emphasizes innovative teaching practices and student engagement. The ideal candidate will actively support students, create a positive and collaborative classroom atmosphere, and adapt instructional approaches to accommodate diverse learning styles. This position involves teaching inquiry-based physics courses at both regular and advanced levels, encouraging hands-on exploration and critical thinking. Additionally, the role requires the development and ongoing review of curriculum and course materials to ensure a relevant and engaging physics program.
Other faculty member responsibilities at Milton Academy may apply. Please see the full job description for more information.
The school seeks candidates who could contribute to the broader student experience, from co-curricular to athletic to residential life programming.
Essential Functions and Responsibilities:
Teaching
<ul>
<li>
Create and implement a curriculum for physics courses, emphasizing student engagement while fostering a deep appreciation for physics and laboratory practices.
</li>
<li>
Teach a range of courses from introductory to advanced physics, with a preference for those who can also teach astronomy electives.
</li>
</ul>
<ul>
<li>
Create a student-centered learning atmosphere that facilitates students’ mastery of physics and a positive classroom environment that encourages student participation and discussion.
</li>
<li>
Adapt teaching methods to accommodate diverse learning styles and abilities.
</li>
<li>
Stay informed about the latest developments in science education, trends, and innovations, and incorporate these into the program.
</li>
<li>
Learn about diversity, equity, and inclusion in education; incorporate related principles when designing curriculum, teaching, and engaging with students.
</li>
<li>
Collaborate with colleagues to develop inter-departmental and cross-disciplinary projects and initiatives, including the potential development of new physics-based elective courses.
</li>
<li>
Actively support students, providing mentorship and academic guidance.
</li>
<li>
Assess and evaluate student performance through assignments, projects, and exams.
</li>
<li>
Generate timely and comprehensive comments for each student, providing a well-rounded perspective on their academic performance.
</li>
<li>
Communicate effectively with students, parents, and colleagues regarding academic progress.
</li>
</ul>
Community
<ul>
<li>
Be a visible, accessible presence around campus.
</li>
<li>
Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for.
</li>
<li>
Share in the enforcement of our expectations for students.
</li>
</ul>
Residential Life (if residing in on-campus housing)
<ul>
<li>
Act as a mentor and role model in all areas of the residential program, demonstrating a commitment to the success of each student, especially in the areas of social and emotional development.
</li>
<li>
Contribute to creating a positive community culture within the dorms that ensures students are heard, seen, valued, and cared for.
</li>
<li>
Be on call (on duty) as a dorm parent in a residential dorm once a week and on rotational weekends and ensure that all responsibilities and rules outlined in the faculty handbook around dorm supervision are adhered to.
</li>
<li>
Facilitate and oversee programming when on duty and supervise recreational activities as assigned.
</li>
<li>
Communicate regularly with other house staff as an opportunity to check in about the students in the dorm.
</li>
<li>
Attend at least two dinners per week with the dorm community.
</li>
</ul>
Other Professional Expectations and Responsibilities
<ul>
<li>
Work cooperatively with students, parents, peers, administration, and community members.
</li>
<li>
Act in a manner that is respectful, generous toward others, supportive of colleagues, and based in a belief in the competence and good intentions of all members of the community.
</li>
<li>
Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents.
</li>
<li>
Create and maintain classroom and campus environments that are open and flexible, reflecting the school’s values related to diversity, equity, and belonging.
</li>
<li>
Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school’s growth statements.
</li>
<li>
Exhibit skills in collaborative problem-solving, critical thinking, and teamwork.
</li>
<li>
Meet deadlines.
</li>
<li>
Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required.
</li>
<li>
Prepare for and participate in opening of school programming, family visit days, graduation, and all other key student/family moments that are part of the school calendar.
</li>
<li>
Complete school-required training.
</li>
<li>
Abide by the school’s policies and procedures as outlined in the provided handbooks.
</li>
<li>
Communicate with the appropriate supervisor when unable to meet any professional obligation.
</li>
</ul>
Supervision to be received: Supervised by the Science Department Chair.
Supervision to be exercised: None.
Education/Certification/Licensure
Required: A bachelor’s degree in physics or a related field
Preferred: A master’s degree in Science/Education or a related field
Experience
Required: A minimum of three years of proven experience in teaching Science curriculum
Preferred: Experience working in an independent boarding / day school
Competencies
Required:
<ul>
<li>
Proficiency in Science curriculum creation and instruction.
</li>
<li>
Proficiency in teaching a diverse range of Science classes, including a flexible and adaptive approach to teaching.
</li>
<li>
Excellent verbal and written communication skills.
</li>
<li>
Demonstrated computer expertise including GoogleSuite, Microsoft word, and Adobe.
</li>
<li>
Ability to work collaboratively with internal and external constituencies.
</li>
<li>
Understanding of confidentiality and related issues.
</li>
<li>
Receptive to supervision and professional development.
</li>
<li>
Desire to be a part of a dynamic educational community.
</li>
</ul>
Physical Abilities
Required:
<ul>
<li>
Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements.
</li>
<li>
Must be able to teach in a classroom setting and use relevant instructional technology.
</li>
<li>
Must be able to move around the classroom and lab for extended periods while instructing, observing, and assisting students.
</li>
<li>
Must be comfortable following, executing, and enforcing appropriate lab safety protocols.
</li>
<li>
Must be able to move around the Milton Academy campus without restriction.
</li>
<li>
Must be able to lift up to 10 pounds.
</li>
</ul>
All interested internal candidates must complete an application for promotion or transfer and forward to your supervisor as soon as possible.
The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time.
An equal opportunity employer, Milton embraces diversity and the pursuit of excellence. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race (including natural and protective hairstyle), color, sex (including pregnancy and pregnancy related condition), sexual orientation, gender identity, gender expression, religion, religious creed, physical or mental disability, age, genetic information, veteran status, ancestry, citizenship, national or ethnic origin or any other status protected by applicable law.

Physics Teacher - Leave Coverage

<h3>Job Description</h3>
Job DescriptionDescription:
Are you passionate about community, youth development, and healthy living? The Y, a leading non-profit, is looking for afterschool staff to support our mission of creating fun, diverse, and stimulating programming for Vermont’s youth. 
This position supports the work of the Y, a leading non-profit dedicated to fostering community growth through youth development, healthy living, and social responsibility. As a Y Afterschool Staff member, you'll play a vital role in assisting the Y Program Director in overseeing and implementing enriching programs for children aged five (5) to twelve (12). 
Location: The Brookside afterschool program is located at the Brookside Primary School. 
Schedule: This position runs Monday-Friday with the program beginning at 2:00PM and ending at 6:00PM with the exception of early release days (once a month) and vacation camps. 
Why You’ll Love Working Here:
<ul>
<li>Impactful Work: You help children by serving as their role-model. Through your behavior, guidance, and mentorship, you help shape the values, attitudes, and aspirations of young people, contributing to their long-term development.</li>
<li>Professional Growth: Opportunities for learning, paid professional development, and free career advancement.</li>
<li>Y Perks: Free Y membership and discounts on programs and camps. Free group exercise classes.</li>
<li>Support Families: You are a vital part of a family’s day. Giving children a safe and consistent environment where families know they are in good hands.</li>
<li>Community Building: Our programs bring together children from diverse backgrounds, fostering a sense of community and belonging. You get to be part of a thriving community that promotes inclusivity and diversity promoting a more cohesive and supportive community.</li>
<li>Engaging Environment: Join a fun, collaborative team that values your contributions and ideas.</li>
</ul>
What You’ll Do:
<ul>
<li>Ensure Safety: Maintain continuous visual and auditory supervision of participants. Keep spaces clean and organized. Take attendance, perform head counts, and execute emergency procedures as needed.</li>
<li>Engage: Participate in all aspects of the program activities to include interactive sessions such as swimming or field trips. Deliver program content in a dynamic, fun, and relatable manner.</li>
<li>Grow: Maintain all necessary professional development requirements including first aid and CPR, Vermont Orientation, and Mandated Reporting. Work with Director to ensure up to date documentation of personal file and Building Bright Futures Information System (BFIS) account.</li>
<li>Support: Communicate any concerns to the Y Program Director before discussing with families to ensure a unified approach. Be flexible and willing to substitute at other afterschool sites when needed. Provide valuable support in executing programming.</li>
<li>Collaborate: Attend and actively contribute staff development meetings, offering creative ideas to enhance program quality. Be part of planning and executing diverse programming.</li>
<li>Be a Professional: Approach working with participants and sensitive issues with a mature and compassionate demeanor. Communicate with a respectful and positive attitude with staff, parents or guardians, and participants. Accurately maintain time cards.</li>
</ul>
Requirements:
Applicants must meet the minimum qualifications to be eligible for the starting rate of $19.00/hour . Additional compensation is determined based on experience and education aligned with the preferred qualifications.
 
Minimum Qualifications:
<ul>
<li>Must be at least 18 years of age.</li>
<li>Highschool diploma or equivalent.</li>
<li>Ability to pass a federal background check and state fingerprinting.</li>
<li>At least 6 months of experience working with children.</li>
<li>Have reliable transportation for consistent attendance.</li>
</ul>
Preferred Qualifications:
<ul>
<li>Experience working with children in an educational, recreational, or programmatic setting, with milestones recognized at 2,5,10,15+ years</li>
<li>Associate or bachelor’s degree in any field.</li>
<li>At least 3 college credits in education, child development, human services, or a related field.</li>
<li>2+ years of direct experience in special education or behavioral intervention.</li>
<li>Formal training or certification experience in trauma-informed care, basic specialized care, or social work. Including completion of professional development or coursework in trauma-informed practices.</li>
<li>Completion of DEI-specific training, coursework, or certification, with a minimum of 40 hours or the equivalent of a college course.</li>
<li>Completion of any of the following: Vermont Afterschool Foundations Certificate, Vermont Afterschool Essentials Certificate, Vermont On-the-Job Training Certificate, Vermont Afterschool Professional Credential.</li>
</ul>
WORK ENVIRONMENT &amp; PHYSICAL DEMANDS:The physical demands described here are representative of those necessary for the role and are essential to ensuring the safety and well-being of children in our care. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions.This position takes place in an active school setting and requires the employee have:
<ul>
<li>Ability to effectively supervise and ensure the safety of children by maintaining visual and auditory awareness in both indoor and outdoor environments.</li>
<li>Ability to lift, carry, or support children and program materials up to 40 pounds as needed for care, safety, and activity setup.</li>
<li>Ability to engage in active participation in all aspects of the program, including games, crafts, gym time, and outdoor play. Ability to move throughout school and program spaces, including classrooms, playgrounds, and common areas.</li>
<li>Ability to stand and stay active for long periods, including frequent movement such as kneeling, bending, stooping, crouching, and reaching.</li>
<li>Ability to respond quickly and appropriately to the physical and emotional needs of children, including in emergency situations.</li>
<li>Ability to adapt to changing environments, schedules, and group dynamics in a fast-paced, high-energy setting.</li>
</ul>

Afterschool Program Staff

<h3>Job Description</h3>
Job DescriptionDescription:
Who We Are:
 
Are you ready to work at a dynamic institution that believes in higher education with lower obstacles? Benjamin Franklin Cummings Institute of Technology (now known as Franklin Cummings Tech) is a nationally accredited non-profit, technical college serving Eastern Massachusetts and beyond. The college was seeded in 1791 with funds from the estate of Benjamin Franklin that were given to the City of Boston to proliferate access to education and level the playing field for aspiring talent with meager financial means. 
 
Today, Franklin Cummings Tech continues to build on that legacy by offering post-secondary education in high-demand technical and skilled trade fields that lead to excellent careers. Our majors intentionally focus on select industries connected to sustainability and the clean energy transition including electric vehicle technology, smart manufacturing, practical electricity, power engineering, heat pumps/HVAC, biotechnology, automation, construction management and more. 
 
With a mission to deliver transformative technical and trade education that leads to economic advancement, we offer a unique mix of certificate and degree granting programs that appeal to enterprising students and respond to employer’s demand for a well-prepared workforce. Intentional partnerships with the industries we serve coupled with high graduation and job placement rates, recently attracted the largest philanthropic gift in the history of the college from the Cummings Foundation. 
 
Last year, Franklin Cummings Tech educated more than 1,000 learners across three student types: 1) certificate and degree seekers, 2) continuing education clients, and 3) high schoolers pursuing early college. As further evidence that our mission holds resonance, this year the college tracked a 25% year over year jump in fall new student enrollment and applications soared.
 
We seek team members who are optimistic, entrepreneurial, data-informed, and excited about the prospect of continuing to strategically increase student success outcomes and total enrollment from 1,000 learners today to at least 1,500 learners by 2030. Join us in this mission driven work!
Our campus is moving from the South End to Roxbury in early 2026! This new custom-built space is designed to LEED GOLD standards and will offer enhanced accessibility to mass transit routes as well as the benefits of a modern, impressive footprint in one of Boston's most vibrant cultural and educational corridors.
 
Position Summary: 
 
 The Benjamin Franklin Cummings Institute of Technology (Franklin Cummings Tech) invites applications from committed and positive professionals for the part-time teaching position beginning in Fall 2025. The adjunct (part-time) teaching faculty will be responsible for delivering undergraduate-level courses in Electrical Engineering. Examples of courses available to teach are?Circuit Theory, Power Electronics, Statistics for Electrical Engineers, Electromagnetic Theory, Solid State Devices, Linear Systems, Electric Power Systems, Digital Signal Processing, and Communication Systems.
 
 
Requirements:
Experience teaching these courses is highly valued although the industry professional having a passion for education and looking to share their knowledge is encouraged to apply. Be a part of a progressive community of educators dedicated to preparing for the next generation of engineers. 
 
Faculty at Franklin Cummings Tech embraces the opportunity to support a diverse group of young people in meeting a range of academic and other challenges to prepare students for successful and rewarding careers in technological fields. 
 
 Key Responsibilities of Part-Time Faculty: 
<ul>
<li>Teach up to 12 hours per week; M/W or T/Th, days or evenings. </li>
<li>Availability to meet with students when needed. </li>
<li>Use of course texts, outlines, and other curriculum materials in accordance with college and department policies. Any deviations from the course syllabus must be approved by the department chair. </li>
<li>Respond to chair and administrative requests in a timely manner and complete all responsibilities effectively; prompt in keeping appointments, attending meetings (when possible), and starting classes on time. </li>
<li>Respond to students in a timely manner </li>
<li>Evaluate student achievement and provide timely feedback while maintaining accurate student records in the CANVAS LMS. Provide adequate support to students and maintain a respectful, professional rapport. </li>
<li>Participation in communications with the college and department. This includes utilizing the college Dropout Detective warning system to alert advisors about student progress. </li>
<li>Demonstrate effective teaching including preparation, meeting course goals, organization and presentation of material, student involvement, and classroom management. </li>
<li>Collaborate with other college departments (academic, student affairs, enrollment, and development) for the mutual benefit of all. </li>
</ul>
Required qualifications include: 
<ul>
<li>A master’s degree earned from a recognized college or university with a major study in Electrical Engineering or related fields. </li>
<li>The ability to communicate effectively and connect with young people. </li>
<li>Strong analytical, organizational, and communication skills, both written and verbal. </li>
</ul>
Preferred qualifications include: 
<ul>
<li>An earned Doctoral degree. </li>
<li>Two or more years of teaching experience at the college or senior secondary levels. </li>
<li>Three or more years of work experience in the industry. </li>
</ul>

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