end user support analyst

help desk analyst i

security analyst

applications analyst ii

Boston Medical Center

<div>POSITION SUMMARY: 
The Applications Analyst II is a business specialist and technology generalist responsible for aligning technology solutions with business strategies. The Applications Analyst II is responsible for proactively identifying opportunities to apply technologies to business processes by informing and advising customers on information system technologies' functionality, costs, benefits, and implementation requirements. The Applications Analyst II functions as technical liaison and broker of services with various vendors. 
The Applications Analyst II must develop and maintain credibility and effective working relations with internal customers, IT personnel, and vendors. The Applications Analyst II must demonstrate an understanding of business problems, as well as IT strategies, issues, and priorities. This position requires forward-thinking individuals who seek opportunities to apply technology to improving business processes within strategic system goals and recommend updates or enhancements that could benefit the business based on technology trends and best practices.
Department: Research Information Systems
Schedule: Full Time
Location: Remote
JOB REQUIREMENTS
EDUCATION:
Associate's degree (or equivalent combination of formal education and experience) or Bachelor's degree (preferred) in one of the following (or related) fields: Computer Science, Information Technology (IT), Management Information Systems (MIS), Business Administration
EXPERIENCE:
Requires at least 2 + years relevant experience in either of the following: Business systems analysis, preferably across multiple hardware and software platforms or Business unit experience that includes working closely with IT in the development and implementation of systems.
KNOWLEDGE AND SKILLS:
Knowledge of the assigned business area's products and processes, including:
Working closely with business stakeholders to understand their needs, challenges, and objectives. 
Gathering and analyzing requirements for new software applications or enhancements to existing ones. 
Strong technical knowledge and ability to express complex technical concepts in terms that are understandable to the business, while also translating business needs to technical requirements for developers. 
Understanding of project management concepts in planning and implementing multiple projects in a cross functional environment. 
Strong written communication skills, including creating and maintaining project documentation and technical writing - this includes, but is not limited to, system documentation, user manuals, and training materials. 
Strong verbal communication skills while interacting with team members, other teams in the IT department, end users, and/or other departments throughout the organization 
Strong analytical and conceptual skills; a demonstrated record of accomplishment in new concept development for various projects and complex technical plans. 
Testing and Implementation: Involved in testing applications to ensure they function as expected, meet quality standards, and satisfy user requirements. This includes unit testing, integration testing, system testing, and user acceptance testing (UAT). Assist in the deployment or rollout of new applications or updates. 
Troubleshooting and Support: Post-deployment, providing ongoing support, troubleshooting any issues that arise with the application. Ability to solve complex technical issues often spanning multiple environments in a business area - which may involve debugging software, enhancing functionality, or optimizing performance. 
Understanding of how IT affects an organization and ability to link it to current and redesigned business processes 
Ability to be a team player: flexible, friendly, congenial, and enthusiastic. 
Proficiency in Microsoft Office products 
Additional Job Description:<ul>
<li>
Previous experience providing IT Support for a Research Administration/Operations business area</li>
<li>System Administration experience with these software applications is a significant plus: InfoEd [Electronic Research Administration] and WCG Velos [Clinical Trial Management System];</li>
<li>Knowledge of these systems: Epic, ClinCard, Info</li>
<li>Advanced knowledge of MS Excel with experience in analyzing and reporting on large data sets</li>
<li>Advanced knowledge MS Visio for process flow visualization and development</li>
<li>Previous experience in business process re-engineering or process improvement involving broad-based information systems and utilizing tools and techniques to effect business change.</li>
<li>Previous experience working with and/or designing systems integrations and interfaces.</li>
<li>Experience in organizing, planning, and executing projects from vision through implementation, involving internal personnel, contractors, and vendors.
</li><li>HL7 knowledge</li>
</ul>
Compensation Range:
$66,500.00- $96,500.00
This range offers an estimate based on the minimum job qualifications. However, our approach to determining base pay is comprehensive, and a broad range of factors is considered when making an offer. This includes education, experience, skills, and certifications/licensures as they directly relate to position requirements; as well as business/organizational needs, internal equity, and market-competitiveness. In addition, BMCHS offers generous total compensation that includes, but is not limited to, benefits (medical, dental, vision, pharmacy), discretionary annual bonuses and merit increases, Flexible Spending Accounts, 403(b) savings matches, paid time off, career advancement opportunities, and resources to support employee and family well-being.
NOTE: This range is based on Boston-area data, and is subject to modification based on geographic location.
Equal Opportunity Employer/Disabled/Veterans
According to the FTC, there has been a rise in employment offer scams. Our current job openings are listed on our website and applications are received only through our website. We do not ask or require downloads of any applications, or &ldquo;apps&rdquo; job offers are not extended over text messages or social media platforms. We do not ask individuals to purchase equipment for or prior to employment.</div>

Applications Analyst II

Boston Public Schools

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 01/27/2026. Please note that 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 (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional Physical Education 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/Head of School 
Responsibilities 
Teach: Physical Education 
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:<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort</li><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks</li><li>
Passionate and optimistic about their students, their content, and the teaching profession</li><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires</li><li>
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work</li><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation</li><li>
Builds a productive learning environment where every student participates and is valued as part of the class community</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected</li><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development</li><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul>
Qualifications - Required<ul><li>
Education: Hold a Bachelor's degree.</li><li>
Hold a Massachusetts Teaching License in Physical Education at the appropriate level.</li><li>
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul>
Qualifications - Preferred<ul><li>
Experience teaching in urban schools.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li><li>
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).</li></ul> 
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
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&rsquo; dignity or interferes with their ability to learn or work.</div>

Teacher - Physical Education, Gr. K1-5 [Part Time 0.6 FTE] (Long Term Sub) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start as soon as possible and end on 6/22/26. Please note that 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 (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional Early Childhood and Special Education Teacher with an SEI endorsement 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/Head of school 
Responsibilities 
Teach: Early Childhood General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)<ul><li>
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.</li><li>
Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.</li><li>
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.</li><li>
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.</li><li>
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.</li></ul>
Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort</li><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks</li><li>
Passionate and optimistic about their students, their content, and the teaching profession</li><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires</li><li>
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work</li><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation</li><li>
Builds a productive learning environment where every student participates and is valued as part of the class community</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected</li><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development</li><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul>
Qualifications - Required<ul><li>
Education Level: Hold a Bachelor's degree.</li><li>
Hold a Massachusetts Teaching License in Moderate Disabilities (PK-8) AND Early Childhood</li><li>
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul> 
Qualifications - Preferred<ul><li>
Experience teaching in urban schools.</li><li>
Degree in Special Education</li><li>
Either SEI Endorsement OR ESL License (PK-6).</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li><li>
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).</li></ul>
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
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&rsquo; dignity or interferes with their ability to learn or work.</div>

Teacher - Early Childhood and Moderate Disabilities/Inclusion, Gr. K1 (Long Term Substitute) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start as soon as possible and end on 02/16/2026. Please note that 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 (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional English as a Second Language (ESL) 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/Head of school 
Responsibilities 
Teach: English as a Second Language:<ul><li> 
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.</li><li>
Collaborate and communicate with the students&rsquo; content teacher(s) to align instruction and support to both the students&rsquo; English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).</li><li>
Collaborate and communicate with the school&rsquo;s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.</li><li>
Assist with the oversight and delivery of ACCESSadministration.</li><li>
Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.</li><li>
Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.</li><li>
Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.</li><li>
Integrate technology into the classroom as an instructional tool and for personal productivity.</li><li>
Demonstrate an understanding of and fluency using WIDA&rsquo;s ELD Standards Framework and Can Do Descriptors.</li><li>
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.</li><li>
Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.</li></ul>
Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort</li><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks</li><li>
Passionate and optimistic about their students, their content, and the teaching profession</li><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires</li><li>
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work</li><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation</li><li>
Builds a productive learning environment where every student participates and is valued as part of the class community</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected</li><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development</li><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul>
Qualifications - Required<ul><li>
Education Level: Hold a Bachelor's degree.</li><li>
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.</li><li>
Complete state and federal guidelines in order to be fully licensed and &ldquo;Highly Qualified.&quot;</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li><li>
Able to model excellent spoken and written English for students learning English in school.</li></ul>
Qualifications - Preferred<ul><li>
Experience teaching in an urban setting.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, &amp; Somali.</li><li>
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).</li></ul>
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</div>

Teacher - English as a Second Language (Long Term Substitute) (SY25-26)

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 06/22/2026. Please note that 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 (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional English as a Second Language (ESL) 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/Head of school 
Responsibilities 
Teach: English as a Second Language:<ul><li> 
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.</li><li>
Collaborate and communicate with the students&rsquo; content teacher(s) to align instruction and support to both the students&rsquo; English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).</li><li>
Collaborate and communicate with the school&rsquo;s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.</li><li>
Assist with the oversight and delivery of ACCESSadministration.</li><li>
Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.</li><li>
Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.</li><li>
Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.</li><li>
Integrate technology into the classroom as an instructional tool and for personal productivity.</li><li>
Demonstrate an understanding of and fluency using WIDA&rsquo;s ELD Standards Framework and Can Do Descriptors.</li><li>
Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.</li><li>
Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.</li></ul>
Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort</li><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks</li><li>
Passionate and optimistic about their students, their content, and the teaching profession</li><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires</li><li>
Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work</li><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation</li><li>
Builds a productive learning environment where every student participates and is valued as part of the class community</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected</li><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development</li><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul>
Qualifications - Required<ul><li>
Education Level: Hold a Bachelor's degree.</li><li>
Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.</li><li>
Complete state and federal guidelines in order to be fully licensed and &ldquo;Highly Qualified.&quot;</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li><li>
Able to model excellent spoken and written English for students learning English in school.</li></ul>
Qualifications - Preferred<ul><li>
Experience teaching in an urban setting.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, &amp; Somali.</li><li>
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).</li></ul>
Terms: 
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</div>

Teacher - English as a Second Language (Long-Term Substitute) (SY25-26)

Massachusetts Bay Transportation Authority

<div></div><div><div><div>At the MBTA, we envision a thriving region enabled by a best-in-class transit system. Our mission is to serve the public by providing safe, reliable, and accessible transportation. MBTA&rsquo;s Core Values are built around safety, service, equity, sustainability, and culture. Each employee that works for the MBTA performs their roles based on our vision, mission, and values. This includes attendance, participation, and contribution in local safety committee meetings as needed.
</div>
</div><div><div><h2 class="jobSectionHeader">Job Summary</h2></div>
<div>The Help Desk Analyst I provides IT technical support to users working on site or remotely as a first and intermediate level of support. The Help Desk Analyst I plays a pivotal role in the IT Department&rsquo;s customer service strategy. As the first and intermediate line of support, the Help Desk Analyst I responds to calls, emails, and tickets in a professional and supportive way attempting to resolve as many requests as possible or assigning them to the next level of support within the organization. The Help Desk Analyst I supports a broader range of cloud-based applications, independently handling complex tasks such as user account provisioning, Microsoft Exchange administration, and license management.</div>
<div><h2 class="jobSectionHeader">Duties &amp; Responsibilities</h2></div>
<div><ul><li>Support / troubleshoot a wide range of software applications and hardware systems for our end-user community to enable them to complete their job.</li><li>
Manage the onboarding of new users, creating Active Directory accounts, email, application, and VPN accounts.</li><li>
Responsible for Microsoft 365 Cloud Exchange Administration including creating Exchange mailboxes for users, shared calendars, email distribution lists, assign permissions to mailboxes and distribution lists.</li><li>
Assign Microsoft 365 Cloud Office (MS Word, Excel, PowerPoint, etc.) licenses based on employee job roles.</li><li>
Is knowledgeable of Entra ID, Microsoft&rsquo;s cloud Identity management for authentication and syncing with on-prem Active Directory</li><li>
Work with Active Directory security group memberships and on premises file share permissions.</li><li>
Monitor help desk ticketing system, ServiceNow, for tickets assigned to the help desk to process or triage tickets to other support groups.</li><li>
Respond quickly and effectively to requests received through the IT Help Desk</li><li>
Manage the proper off boarding process when disabling an MBTA account.</li><li>
Provide remote access/VPN support and training.</li><li>
Utilize remote control to take over of a user&rsquo;s desktop in order to resolve issues.</li><li>
Respond to each inquiry, whether from a customer, vendor, or coworker in a professional and courteous manner.</li><li>
Leverage internal and external resources (knowledge bases, manuals, and support sites, vendors) to answer questions and resolve issues.</li><li>
Be an advocate for the end user to ensure he or she receives high quality and timely service and support from the entire IT organization.</li><li>
Adhere to the rules, regulations, collective bargaining agreements and policies of the Authority including the EEO, Anti-discrimination, and Anti-Harassment, and Anti-Retaliation policies.</li><li>
Perform all other duties and projects that may be assigned.</li></ul>
Supervision<ul><li>
None</li></ul></div>
<div><h2 class="jobSectionHeader">Minimum Requirements &amp; Qualifications</h2></div>
<div><ul><li>A High School Diploma or equivalent (G.E.D.) from an accredited institution.</li><li>
Two (2) years of experience with desktop/service delivery support.</li><li>
Working knowledge of Microsoft Windows, Microsoft Office 365, including, Multi-Factor Authentication, SharePoint, Teams, OneNote, OneDrive, Lists, Whiteboard, creating Active Directory Accounts and Cloud based Microsoft Exchange Administration.</li><li>
Supporting VPN or other remote access tools.</li><li>
Strong analytical and troubleshooting skills; effective organizational, multi-tasking, time management and interpersonal skills.</li><li>
Ability to work as part of a team.</li><li>
Ability to learn new technologies and applications.</li><li>
Possess solid written and verbal communication skills.</li><li>
Be a mature and self-motivated professional able to work in a fast paced, changing environment.</li><li>
Proficiency with Word, Excel and PowerPoint applications.</li></ul></div>
<div><h2 class="jobSectionHeader">Substitutions Include</h2></div>
<div><ul><li>None</li></ul>
Preferred Experience and Skills<ul><li>
A Bachelor&rsquo;s or Associate degree from an accredited institution in Computer Science, Business, or a related field.</li><li>
Certifications for supporting PC hardware and software.</li></ul></div>
</div><div></div><div><div>Job Conditions: 

<ul><li>Ability to effectively read, comprehend, communicate, and respond to instructions, orders, signs, notices, inquiries, etc. in English.</li>
<li>Be at least eighteen (18) years of age, except if participating in an approved high school internship / co-op program.</li>
<li>Ability to commute to assigned work locations in the Boston, MA metro area, as required by the role.</li>
<li>Ability to provide internal and external customers with courteous and professional experiences.</li>
<li>Ability to work effectively, independently, and as part of a diverse workforce team (or supervise, if required).</li>
<li>Ability to uphold the rights and interests of the MBTA while building and maintaining effective relationships with employees and co-workers.</li>
<li>Ability to adhere to rules, regulations, collective bargaining agreements (if applicable), and policies of the MBTA, including the EEO, anti-discrimination, anti-harassment, and anti-retaliation policies.</li>
<li>Have a satisfactory work record for the two (2) years immediately prior to the closing date of this posting (unless if current student or recent graduate), including overall employment, job performance, discipline, and safety records (infractions and/or offenses occurring after the closing of the posting and before the filling of a vacancy may preclude a candidate from consideration for selection).</li>
<li>Ability to pass a Criminal Offender Record Information (CORI) check, comprehensive background screening, and / or medical Clinic screening, potentially including physical examination and drug and alcohol screenings.</li>
<li>Ability to work all shifts and / or locations assigned, directed, or necessary for this position, including (for some transit / operations roles) up to twenty-four (24) hours per day, seven (7) days per week as necessary to accommodate severe weather conditions, emergencies, or any other circumstances that may potentially impact service or the safety of service.</li>
<li>Intern / co-op staff must be enrolled full or part-time in an accredited educational program and maintain a cumulative GPA of at least 2.5 for the entire duration of the internship / co-op. Additionally, interns / co-ops must have valid work authorization and U.S. Social Security Number prior to starting pre-employment screenings / pre-boarding, working in their positions, and throughout the duration of their program.</li>
</ul>
Disclaimers and Definitions:
<div><ul><li>General Disclaimer: The statements contained in this job description are intended to describe a summary, general nature, and complexity of typical job functions and do not represent an exhaustive list of all duties, tasks, and responsibilities required of staff assigned to this position.</li></ul>
<ul><li>Application Completion: It is each applicant&rsquo;s responsibility to ensure application details are entered completely and correctly, including updated work and education histories (past and current). Incomplete applications may not be considered. Attachments do not substitute for application fields. The recruitment team does not have access to existing employee data / history.</li></ul>
<ul><li>Application Deadlines: Applicants should apply as soon as possible, as the MBTA may stop considering applicants after a sufficiently large applicant pool is established.</li></ul>
<ul><li>Work Environment: The physical demands and work environment characteristics described here-in are representative of those an employee may encounter while performing the essential functions of this job. Reasonable accommodations can be made to enable individuals with disabilities to perform essential functions. See job description for role-specific requirements.</li></ul>
<ul><li>Work Eligibility: All employees must be legally authorized to work in the United States and on an unrestricted basis. The MBTA does not have an employer work sponsorship program. However, if you have unrestricted work authorization, or are sponsored by a separate entity, you are welcome to apply. Further, all persons hired will require a U.S. Social Security Number prior to starting the position and employees will be required to complete a Form I-9 to verify their identity and eligibility to work in the U.S.</li></ul>
<ul><li>Interviews: Candidates should ensure they arrive on time, are prepared, can remain for the duration, and if remote, are in a quiet place without distraction, for the interview. Candidates who do not attend their interview without advance authorization, including an email confirmation of a rescheduled time/date from Human Resources, will be considered a no-show and disqualified from consideration for the position. Related to rescheduling, on a one-time basis, and due to something emergent, you may be allowed to reschedule the interview. In addition, Human Resources may require documentation supporting the request. However, should you need to reschedule, you will need to contact your Recruiter directly by email.</li></ul>
<ul><li>Safety Sensitive Positions: Employees working in this classification will be subject to periodic physical examinations plus random drug and alcohol testing.</li></ul>
<ul><li>On-call or 24/7 Positions: Employees working in this classification must be available to respond to page / text / call and report to work as determined by assigned department or the Authority.</li></ul>
<ul><li>Essential / Emergency Staff: During declared &quot;states of emergency,&quot; employees working in this classification are required to report to work for their assigned work hours or as directed by management.</li></ul>
<ul><li>ADA Accommodations: The MBTA makes reasonable accommodations for applicants with disabilities. If you require an accommodation during this process, please contact the MBTA's ADA Unit at 617-222-5751 or hradaaa@mbta.com.</li></ul>
<ul><li>Diversity, Equity, and Inclusion: The MBTA is an Equal Employment Opportunity Employer. For terms, descriptions, and definitions related to diversity, equity, inclusion, veteran status, and immediate family members that you may find on the application form, please visit mbta.com/careers-app-definitions.</li></ul>
<ul><li>Intern / Co-Op Benefits: Employees taking part in an internship or co-op at the MBTA are eligible to receive accrued paid sick leave as well as a monthly transportation pass, based on the city from which the intern / co-op commutes to work, at no cost. However, no additional benefits are currently offered for interns or co-ops.</li></ul></div></div></div></div>

Help Desk Analyst I

MORRISON & FOERSTER

<div>Overview:
<div>
At MoFo, we couldn&rsquo;t write our own success story without yours. Ready to write your story?</div><div></div><div> 
Join MoFo as a END USER SUPPORT ANALYST on our Information Technology team!</div><div></div><div> 
This role is based in Boston 
https://www.mofo.com/offices</div><div></div><div> 
ABOUT THE ROLE</div><div>
The End User Support Analyst, directed by departmental objectives and priorities, troubleshoots application and hardware issues and provides solutions from inception to successful resolution. Provides support for attorneys and staff for all technology-related needs. Performs offsite meeting and/or trial-site setups and support as needed. Collaborates closely with firmwide and office-based Information Technology groups, attorneys, staff, and vendors. Ensures client service and satisfaction are attained in all areas of the position.</div><div> 
</div>End User Support<ul><li>
Provide advanced troubleshooting for desktop applications, operating systems, and hardware, using research tools and knowledge bases to resolve issues.</li><li>
Support desktops, laptops, peripherals, smartphones, printers/MFPs, and specialized hardware configurations such as dual monitors.</li><li>
Log, manage, and document support tickets, ensuring timely responses, clear communication, and user satisfaction throughout the resolution process.</li><li>
Deliver desk-side and virtual training on firm-standard and specialized hardware and software.</li><li>
Assist with user account creation, modification, and maintenance across firm systems in accordance with established procedures.</li><li>
Collaborate with IT teams, vendors, and application owners on complex issues; support infrastructure tasks, participate in projects, and adhere to change management protocols.</li><li>
Provides software/hardware support and troubleshooting for programs, meetings, trials, etc., working off-site as required.</li><li>
Provides setup and support of trial/off site infrastructure (routers, switches, and servers).</li><li>
Support and maintain conference room technology; schedule and monitor video/audio conferences; ensure seamless hardware setup for new hires and office moves; and assist with hardware upgrades, including equipment swaps and user communication.</li></ul><div> 
ABOUT YOU</div><ul><li>
College coursework in Information Systems Technology preferred.Five years of PC hardware/software experience with understanding of LAN/WAN and server concepts.</li><li>
Strong knowledge of Windows OS and Microsoft Office (Word, Outlook, Excel, PowerPoint).</li><li>
Relevant, recent technical certifications preferred.</li><li>
Experience in a law firm or professional services environment desirable.</li><li>
Ability to assess issues, anticipate needs, and provide proactive, client-focused solutions.</li><li>
Effective decision-making based on assessing information and potential outcomes.</li><li>
Strong organizational skills with the ability to prioritize and manage multiple deadlines.</li><li>
Flexibility with work hours and ability to lift up to 25 pounds.</li></ul><div></div><div> 
ABOUT MOFO</div><div>
At MoFo, we collaborate as one firm, across borders, practice areas, and business functions and value fresh ideas and innovation over conformity and competition.</div><ul><li>
About Us: https://www.mofo.com/about</li><li>
Inclusion + Engagement: https://www.mofo.com/community/we-at-mofo</li><li>
Commitment to Pro Bono: https://careers.mofo.com/careers-pro-bono</li><li>
The MoFo Foundation: https://www.mofo.com/culture/mofo-foundation</li></ul><div></div><div> 
ABOUT OUR BENEFITS</div><div>
MoFo offers a comprehensive benefits package starting on your first day.</div><ul><li>
A variety of options for medical, dental, vision, life and disability coverage to meet the needs of you and your family.</li><li>
Industry-leading parental leave and family benefits including adoption and fertility treatment options and backup child and elder care.</li><li>
Global wellness program, including free access to Talkspace and Calm apps.</li><li>
Annual community service day to make an impact on your community and a birthday holiday just for fun.</li><li>
Education reimbursement annually.</li><li>
Dedicated Talent Development team.</li><li>
Competitive annual profit-sharing contribution.</li></ul><div></div><div> 
Where required by law, salary ranges are stated below. Additional compensation may include a discretionary bonus, overtime as applicable, health/welfare benefits, retirement contributions, paid holidays, and PTO. The range displayed is specifically for positions performed in those cities/states and may vary based on factors including but not limited to the following: local market data and ranges; an applicant's skills and prior relevant experience; and certain degrees, licensing, and certifications.</div><div></div><div> 
 Boston salary range: $76k to $106k</div><div></div><div> 
For questions regarding this position, please e-mail jobs@mofo.com</div></div>

End User Support Analyst

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