middle school history teacher | 2026 - 2027

middle school science teacher | 2026 - 2027

paraprofessional [sped sub/sep. aide, lab cluster, gr. 7-12] - [english high] (sy26-27)

paraprofessional [sped sub/sep. aide, lab cluster] - [ellis elementary] (sy26-27)

internship program summer 2026 - esol Jobs in Boston

internship program summer 2026 - esol

middle school history teacher | 2026 - 2027 Jobs in Boston

middle school science teacher | 2026 - 2027 Jobs in Boston

paraprofessional [sped sub/sep. aide, lab cluster, gr. 7-12] - [english high] (sy26-27) Jobs in Boston

paraprofessional [sped sub/sep. aide, lab cluster] - [ellis elementary] (sy26-27) Jobs in Boston

middle school science teacher 2026 2027

Academy of the Pacific Rim Charter School

<div><p><b>Teacher Job Description</b></p><p><b>
About APR</b></p><p>
Academy of the Pacific Rim Charter Public School (APR) is a tuition-free, public charter school offering a rigorous, college preparatory program in Grades 5-12 to 540 students from Boston. For 25 years, APR has empowered diverse learners (90% students of color; 11% English Learners; 25% on IEPs) of all racial and ethnic backgrounds to achieve their full intellectual and social potential through high-quality academic and enrichment programs to promote college and career exploration, cultural immersion, and community service. Our supportive and inclusive community actively counters patterns of inequity through dynamic learning partnerships between staff, students, and families. This work is grounded in the vision that all students graduate with a focused mind and a big heart, having the critical thinking, mastery of academic and social skills and a deep sense of self and others to joyfully pursue post-secondary education, careers, and civic life based on their passions and interests. Our 570+ alumni have a six-year college graduation rate of 70% - double the national average of their demographic peers.</p><p><b>
About the Position</b></p><p>
We believe that exceptional student outcomes are the result of excellent teaching and teamwork. Teachers and staff who thrive at APR are driven, passionate educators who love kids, are dedicated to their craft, embrace feedback, and constantly push themselves and their peers to learn and grow. This position will perform a variety of responsibilities, including but not limited to, the responsibilities listed below.</p><p><b>
Primary Responsibilities</b></p><p><b><i>
Curriculum, Instruction, and Student Assessment</i></b></p><ul><li>
Leading a classroom in which students are affirmed for their brilliance, curiosity and intellect</li><li>
Modeling a deep passion, expertise and excitement for content matter</li><li>
Designing and implementing standards-aligned courses and curricular units that are rigorous, enriching and foster critical thinking</li><li>
Creating a classroom with a strong culture of achievement, through the use of best practices, that promotes student growth and achievement</li><li>
Continually providing students with feedback to strengthen their mastery of daily, weekly and unit learning targets</li><li>
Collaborating with co-teachers and other specialists to deliver instruction to meet the individual needs of students with diverse learning needs</li><li>
Leveraging data to provide students with high impact, targeted and individualized intervention</li><li>
Developing students understanding of core values, critical consciousness and social-emotional capacity through APR&rsquo;s advisory structure, Dragon Circles</li><li>
Providing regular tutoring and office hour supports for students</li></ul><p><b><i>
Family and Community Engagement</i></b></p><ul><li>
Mentoring 10-15 students, through regular advisory meetings and family meetings</li><li>
Developing strong relationships and partnerships with families through regular communication around academic and behavioral successes and challenges</li><li>
Maintaining and communicating up-to-date, accurate student grades and progress relative to academic benchmarks</li><li>
Attending occasional family and community partnership events</li></ul><p><b><i>
Professional Responsibilities</i></b></p><ul><li>
Actively participating in professional development at the school and individual level including summer Dragon Institute, weekly professional development and individualized coaching sessions</li><li>
Engaging in a reflective process to continually strengthen teaching and learning practices</li><li>
Performing necessary support duties including (but not limited to) coverage, bus, lunch, and dismissal duties to ensure that students learn and thrive in a safe and supportive school environment</li><li>
Regular, predictable attendance according to APR&rsquo;s school calendar and staff attendance policy</li></ul><p><b><i>
Living our Values</i></b></p><ul><li>
Embodying our belief that all students can achieve</li><li>
Active, regular collaboration and communication with the team to advance APR&rsquo;s mission</li><li>
Committing to continual personal and organizational growth</li><li>
Tenaciously fostering the learning of every student</li><li>
Embracing diversity and the goals of equity and inclusion</li></ul><p></p><p><b>
The ideal candidate has:</b></p><ul><li>
Demonstrated belief that all children can achieve their full intellectual and social potential</li><li>
Epitomizes APR&rsquo;s values in all interactions</li><li>
A Bachelor&rsquo;s degree is required; a Master&rsquo;s degree is preferred;</li><li>
Teachers must either be certified or licensed to teach in Massachusetts or have passed, prior to the end of their first year of employment, the Massachusetts Tests for Educator Licensure (MTEL). This includes a passing score on the Communication and Literacy Skills test and a passing score on the relevant subject matter knowledge test(s).</li><li>
Teachers should hold an SEI (Sheltered English Immersion) endorsement or complete this prior to the end of their first year of employment;</li><li>
Expertise in and enthusiasm for content area(s);</li><li>
A minimum of two years teaching experience in a charter or district school setting serving a similar demographic preferred, but not required;</li></ul><p><i>
APR is committed to a diverse workplace and to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, sexual orientation, or any other category protected by law (&ldquo;protected class status&rdquo;).</i></p><p></p><ul><li><i>External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case by case basis.</i></li></ul><p></p><p>
For more information, please visit our website at www.pacrim.org</p><p><br>
</p><p>
</p><p>rzANzxv6yG</p></div>

Middle School Science Teacher | 2026 - 2027

<div><p><b>Teacher Job Description</b></p><p><b>
About APR</b></p><p>
Academy of the Pacific Rim Charter Public School (APR) is a tuition-free, public charter school offering a rigorous, college preparatory program in Grades 5-12 to 540 students from Boston. For 25 years, APR has empowered diverse learners (90% students of color; 11% English Learners; 25% on IEPs) of all racial and ethnic backgrounds to achieve their full intellectual and social potential through high-quality academic and enrichment programs to promote college and career exploration, cultural immersion, and community service. Our supportive and inclusive community actively counters patterns of inequity through dynamic learning partnerships between staff, students, and families. This work is grounded in the vision that all students graduate with a focused mind and a big heart, having the critical thinking, mastery of academic and social skills and a deep sense of self and others to joyfully pursue post-secondary education, careers, and civic life based on their passions and interests. Our 570+ alumni have a six-year college graduation rate of 70% - double the national average of their demographic peers.</p><p><b>
About the Position</b></p><p>
We believe that exceptional student outcomes are the result of excellent teaching and teamwork. Teachers and staff who thrive at APR are driven, passionate educators who love kids, are dedicated to their craft, embrace feedback, and constantly push themselves and their peers to learn and grow. This position will perform a variety of responsibilities, including but not limited to, the responsibilities listed below.</p><p><b>
Primary Responsibilities</b></p><p><b><i>
Curriculum, Instruction, and Student Assessment</i></b></p><ul><li>
Leading a classroom in which students are affirmed for their brilliance, curiosity and intellect</li><li>
Modeling a deep passion, expertise and excitement for content matter</li><li>
Designing and implementing standards-aligned courses and curricular units that are rigorous, enriching and foster critical thinking</li><li>
Creating a classroom with a strong culture of achievement, through the use of best practices, that promotes student growth and achievement</li><li>
Continually providing students with feedback to strengthen their mastery of daily, weekly and unit learning targets</li><li>
Collaborating with co-teachers and other specialists to deliver instruction to meet the individual needs of students with diverse learning needs</li><li>
Leveraging data to provide students with high impact, targeted and individualized intervention</li><li>
Developing students understanding of core values, critical consciousness and social-emotional capacity through APR&rsquo;s advisory structure, Dragon Circles</li><li>
Providing regular tutoring and office hour supports for students</li></ul><p><b><i>
Family and Community Engagement</i></b></p><ul><li>
Mentoring 10-15 students, through regular advisory meetings and family meetings</li><li>
Developing strong relationships and partnerships with families through regular communication around academic and behavioral successes and challenges</li><li>
Maintaining and communicating up-to-date, accurate student grades and progress relative to academic benchmarks</li><li>
Attending occasional family and community partnership events</li></ul><p><b><i>
Professional Responsibilities</i></b></p><ul><li>
Actively participating in professional development at the school and individual level including summer Dragon Institute, weekly professional development and individualized coaching sessions</li><li>
Engaging in a reflective process to continually strengthen teaching and learning practices</li><li>
Performing necessary support duties including (but not limited to) coverage, bus, lunch, and dismissal duties to ensure that students learn and thrive in a safe and supportive school environment</li><li>
Regular, predictable attendance according to APR&rsquo;s school calendar and staff attendance policy</li></ul><p><b><i>
Living our Values</i></b></p><ul><li>
Embodying our belief that all students can achieve</li><li>
Active, regular collaboration and communication with the team to advance APR&rsquo;s mission</li><li>
Committing to continual personal and organizational growth</li><li>
Tenaciously fostering the learning of every student</li><li>
Embracing diversity and the goals of equity and inclusion</li></ul><p></p><p><b>
The ideal candidate has:</b></p><ul><li>
Demonstrated belief that all children can achieve their full intellectual and social potential</li><li>
Epitomizes APR&rsquo;s values in all interactions</li><li>
A Bachelor&rsquo;s degree is required; a Master&rsquo;s degree is preferred;</li><li>
Teachers must either be certified or licensed to teach in Massachusetts or have passed, prior to the end of their first year of employment, the Massachusetts Tests for Educator Licensure (MTEL). This includes a passing score on the Communication and Literacy Skills test and a passing score on the relevant subject matter knowledge test(s).</li><li>
Teachers should hold an SEI (Sheltered English Immersion) endorsement or complete this prior to the end of their first year of employment;</li><li>
Expertise in and enthusiasm for content area(s);</li><li>
A minimum of two years teaching experience in a charter or district school setting serving a similar demographic preferred, but not required;</li></ul><p><i>
APR is committed to a diverse workplace and to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, sexual orientation, or any other category protected by law (&ldquo;protected class status&rdquo;).</i></p><p></p><ul><li><i>External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case by case basis.</i></li></ul><p></p><p>
For more information, please visit our website at www.pacrim.org</p><p><br>
</p><p>
</p><p>7sgQtXxu7Q</p></div>

Middle School History Teacher | 2026 - 2027

Boston Public Schools

<div><p><b>TITLE: </b><b>Behavioral Health Services BHS Project PROVIDE Field Supervisors</b></p><p></p><p><b><br>
REPORTS TO:</b>
</p><p>Depending on their licensure, they will report to:</p><ul><li>
Senior Director of Behavioral Health Services Department or their designee <i>or;</i></li><li>
Executive Director of the Office of Social Work of their designee <i>or;</i></li><li>
Executive Director of School Counseling or their designee</li></ul><p></p><p><b><br>
STIPEND POSITION OVERVIEW:</b> Behavioral Health Services (BPS School Psychology Department) has received a grant and seeks to develop a talent pool of current BHS School Psychologists, School Counselors, and Social Workers to provide field supervision to university students. We will need approximately 15 school psychologist field supervisors, 15 social work supervisors, and 10 school counseling supervisors.</p><p></p><p><br>
This opportunity will occur weekly from August 18, 2026 to June 30, 2027. The stipend will be paid at the flat rate of $2,000 for the school year.</p><p><b>
Please note that this program is funded by the US Department of Education (DoE). As such, stipends are dependent on the DoE's continued ability to allocate funds. </b><b>To be considered for this opportunity, you must also complete the google form: </b><b>Project PROVIDE Field Supervisor Application which can be found here.</b> If you are also a mentor, please complete that application separately.</p><p></p><p><b><br>
RESPONSIBILITIES:</b></p><p>
They will be responsible for completing activities listed in the Project PROVIDE Field Supervisors Responsibilities and Checklist that include:</p><ul><li>
Establish a <b>weekly</b> meeting schedule with your intern for the entire school year outside of contractual hours</li><li>
Attend Project PROVIDE professional development sessions outside of contractual hours;</li><li>
Attend a virtual kick-off event on <b>Monday, September 14, 2026 11:00am &ndash; 1:00pm</b>;</li><li>
Attend an all-day in-person behavioral health conference planned for<b> January 4, 2027</b>;</li><li>
Attend and track professional development (PD) activities outside the school day and attend monthly professional development after school. This will include but is not limited to;</li><li><ul><li>
A set of required trainings (Trauma 101, De-escalation) due by October 2, 2026 and;</li><li>
Eight additional trainings offered by Project PROVIDE due by June 5, 2027. PD must be approved by program administrators to remain in compliance with DoE grant expectations.</li></ul></li><li>
Keeping your camera turned on during PD sessions.</li><li>
Share department websites and district online resources;</li><li>
Complete data requests as needed including but not limited to:</li><li><ul><li>
Project PROVIDE Timesheet;</li><li>
Exit tickets for all PD trainings;</li><li>
Pre and post program evaluation surveys;</li></ul></li><li>
Onboarding your intern;</li><li>
Share department websites and district on-line resources;</li><li>
Complete data requests as needed including the brief, mandatory Project PROVIDE Field Supervisor Tracking form;</li><li>
Optional but encouraged: All participants are strongly encouraged to attend a 2-day Project PROVIDE community orientation on <b>August 18 &amp; 19, 2026</b>, as part of the School Psychology Behavioral Health Service Department&rsquo;s Internal Coaching Institute (ICI);</li><li>
Provide consultation in areas of need as determined by the university, the university student or department administrator.</li></ul><p></p><p><b><br>
QUALIFICATIONS - REQUIRED</b>:</p><ul><li>
Currently working in Boston Public Schools;</li><li>
Appropriate school psychologist licensure, social work or school counselor license.</li></ul></div>

Stipend Opportunity: Behavioral Health Services BHS Project PROVIDE Field Supervisors (SY26-27)

<div><p><b>TITLE: Behavioral Health Services BHS Project PROVIDE Doctoral HSP Intern</b></p><p></p><p><b><br>
REPORTS TO: </b>Senior Director of Behavioral Health Services Department or their designee</p><p></p><p><b><br>
STIPEND POSITION OVERVIEW: </b>Behavioral Health Services (BPS School Psychology Department) has received a grant and seeks to develop a talent pool of interns working to complete their licensure in School Psychology, School Counseling and Social Work. This opportunity will occur weekly from August 18, 2026 to June 30, 2027. The number of working days a week will vary depending on the submitted intern application.</p><p></p><p><br>
Project PROVIDE: Partnership for Readiness to Offer high quality and Valuable Interventions in Diverse Educational Contexts, is a Mental Health Demonstration grant funded by the US Department of Education to Boston Public Schools in connection with multiple local Institutes of Higher Education. Project PROVIDE is a preparation program for school psychologists, school counselors, and social work professionals who (1) are knowledgeable of BPS, have built connections to the community of youth and providers in the district, and are on a pathway to employment and retention within the district (2) are prepared to provide evidence-based and culturally, linguistically, sustaining mental health services, and (3) are ready to build connections between schools and community mental health services.</p><p></p><p><b><br>
ELIGIBILITY</b></p><ul><li><i>
BPS employees </i>are not eligible if they continue to work as an employee during the school year that they choose to participate in Project PROVIDE.</li></ul><p><b>
RESPONSIBILITIES:</b></p><ul><li>
Remain in good standing with your university;</li><li>
Comply with all district requirements and policies;</li><li>
Meet weekly with your supervisor;</li><li>
Attend a virtual kick-off event on <b>Monday, September 14, 2026 11:00am &ndash; 1:00pm</b>;</li><li>
Attend an all-day in-person behavioral health conference planned for<b> January 4, 2027</b>;</li><li>
Attend and track professional development (PD) activities during the school day and attend monthly professional development after school. This will include but is not limited to;</li><li><ul><li>
A set of required trainings (Trauma 101, De-escalation) due by October 2, 2026 and;</li><li>
Eight additional trainings offered by Project PROVIDE due by June 5, 2027. PD must be approved by program administrators to remain in compliance with DoE grant expectations.</li></ul></li><li>
For virtual meetings, cameras must remain on for all virtual sessions for engagement and data collection purposes;</li><li>
Attend an all-day in-person behavioral health conference tentatively planned for January 4, 2027;</li><li>
Complete all Project PROVIDE data collection and evaluation activities including the weekly supervision and professional development tracker forms, all exit tickets, and post-completion surveys administered by the evaluation team to monitor your progress after graduating from Project PROVIDE;</li><li>
Must complete the CORI and fingerprinting processes;</li><li>
Collaborate with the NASP Exposure Project, and present at least once to a group that can include but is not limited to: high school students, undergraduate students, or the BPS school committee;</li><li>
Optional but encouraged: All participants are strongly encouraged to attend a 2-day Project PROVIDE community orientation on <b>August 18 &amp; 19, 2026</b>, as part of the School Psychology Behavioral Health Service Department&rsquo;s Internal Coaching Institute (ICI);</li><li>
Sign and date an official service agreement.</li></ul><p><b>
STIPEND INFORMATION</b></p><p>
Accepted Project PROVIDE HSP interns will be designated as BPS employees and will receive a daily compensation rate <i>not exceeding,</i> and up to<i>:</i></p><p>
$40,000 for the entire year working 5 days / week</p><p></p><p><b><br>
Please note that this program is funded by the US Department of Education (DoE). As such, stipends are dependent on the DoE's continued ability to allocate funds.</b></p><p>
Students will not be paid until they submit their timesheets. Project PROVIDE interns will be paid a daily rate that will <i>not exceed the above stipend.</i> Final details regarding payment will be shared before the start of the program.</p><p></p><p><b><br>
QUALIFICATIONS - REQUIRED</b>:</p><ul><li>
Currently enrolled in an institution of higher education (IHE) completing a program;</li><li>
Completed the Project PROVIDE Intern application form.</li></ul><p></p><p><br>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the schools 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.</p></div>

BHS Project PROVIDE Doctoral HSP Intern (SY26-27)

University of Massachusetts Boston

<p></p><div><div><b>Job no:</b> 529649<br>
<b>Position Type:</b> Hourly<br>
<b>Campus:</b> UMass Boston<br>
<b>Department:</b> Urban Scholars<br>
<b>Pay Grade:</b> No Pay Grade<br>
<b>Date opened:</b> 13 Mar 2026 Eastern Daylight Time<br>
<b>Applications close:</b> 15 May 2026 Eastern Daylight Time</div><div><br>
<div></div><div><b>General Summary:</b></div>
<div>
Urban Scholars is a year-round college access program dedicated to empowering underrepresented and economically disadvantaged high school students from Boston. Through a comprehensive approach that includes tutoring, after-school classes, college readiness programs, field trips, and personalized advising, we aim to prepare students for success in higher education. A key component of our program is an intensive six-week Summer Institute hosted at the University of Massachusetts Boston.</div>
<div>
Urban Scholars instructors are responsible for designing and leading dynamic, project-based courses that empower students and build essential skills for college and future careers. Their lessons should prioritize the development of cross-disciplinary academic proficiencies, including critical reading, media literacy, analytical writing, and proficient communication, while actively cultivating student habits like self-reflection, a growth mindset, and self-regulation to prepare scholars for academic and professional success.
<br>
We are currently seeking instructors for our summer institute in the following subject areas:</div><div><br>
<ul><li>Math (algebra I, geometry, algebra II, pre-calculus, calculus)</li><li>Lab science (biology, chemistry, physics)</li><li>English Language Arts</li><li>Foreign language (Spanish, French, Mandarin, etc.)</li><li>Electives or other STEM subjects (environmental science, genetics, coding, etc.)</li></ul></div><br>
<div></div>
<div><b>
Instructor Responsibilities:</b></div>
<ul><li>Must be able to participate in staff orientation</li><li>Teach 1-2 courses in the morning/early afternoon 5 days a week. Classes run approximately 60 minutes.</li><li>Determine appropriate and feasible final project for summer project showcase</li><li>Work collaboratively with the other instructors to ensure that courses are integrated</li><li>Participate in weekly teacher meetings</li><li>Complete mid-term and final evaluations of students and a final course summary.</li><li>Communicate student progress to summer staff and administrative staff</li><li>Weekly 1-1 check-ins with students who are not performing to capacity</li><li>Attend and participate in Family Day, the summer-end celebration</li></ul><br>
<div></div>
<div><b>
Qualifications:</b></div>
<ul><li>Bachelor's degree in a relevant field. Master's degree preferred</li><li>Teaching experience, preferably with urban youth</li><li>Demonstrated experience with a multi-racial, multi-ethnic population</li><li>Demonstrated teaching philosophy and methods that encourage the development of active and independent learning habits</li><li>Demonstrated ability to develop and implement curricula collaboratively</li></ul><br>
<div></div>
<div><b>
Dates</b>
<br>
Staff training: June 24-26, 2026 (tentative)
<br>
Program dates: June 29 &ndash; August 6, 2026</div><br>
<div></div>
<div><b>
Hours</b>
<br>
Varies based on course schedule. Courses are 1 hour in length and meet between 9 AM and 1:45 PM, Monday through Thursday and between 9 AM and 11:55 AM on Fridays.</div><br>
<div></div>
<div><b>
Location:</b><br>
University of Massachusetts Boston
<br>
100 Morrissey Boulevard, Boston, MA 02125</div><br>
<div></div>
<div><b>
Compensation:</b><br>
$2,250 per course section.</div><br>
<div></div>
<div><b>
How to apply:</b><br>
Please email the following to Suamy Ventura, Director, at Suamy.Ventura@umb.edu or to UrbanScholars@umb.edu.</div>
<div>
1. Resume<br>
2. Contact information for 3 references who can speak to your experience and abilities.<br>
3. A 1-2 page narrative containing the following information:</div>
<div>
a. Your teaching philosophy.<br>
b. Description of how you will integrate project-based learning into your course.<br>
c. Your teaching strengths and areas in which you would need support.</div><br>
<div></div>
<div><b>
Additional Information:</b><br>
The University of Massachusetts Boston provides equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, gender, gender identity or expression, age, sexual orientation, national origin, ancestry, disability, military status, genetic information, pregnancy or a pregnancy-related condition, or membership in any other protected class. The University of Massachusetts Boston complies with all applicable federal, state and local laws governing nondiscrimination in employment in every location in which the university operates. This policy applies to all terms and conditions of employment.</div><br>
<div></div>
<div><b>
Application Instructions:</b></div>
<div>
Please apply online with your resume, cover letter and list of three references.</div>
<div>
This is a non-union exempt position. This is a grant funded position with a current end date of Aug 31, 2028, subject to renewal contingent on funding and university needs.</div>
<div>
<div>The specific pay for this position will be determined by the University based on the consideration of all relevant factors when and if it decides to extend an offer of employment.</div></div><br>
<div></div>
<div></div>
<div>All official salary offers must be approved by Human Resources.</div>
<div>
UMass Boston is committed to the full inclusion of all qualified individuals. As part of this commitment, we will ensure that persons with disabilities are provided reasonable accommodations for the hiring process. If reasonable accommodation is needed, please contact HR@umb.edu or 617-287-5150.</div>
</div>
<div><b>Applications close:</b> 15 May 2026 Eastern Daylight Time</div></div><p></p>

Urban Scholars Summer Instructor

<div>
 <em>
  THIS IS A LONG-TERM SUB POSITION that is expected to start on 03/27/2026 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).
  <br/>
  <br/>
 </em>
 Boston Public Schools seeks an exceptional
 <strong>
  Elementary and English as a Second Language Specialist
 </strong>
 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.
 <br/>
 <br/>
 NOTE: This position likely is not assigned to a homeroom and instead covers for P&amp;Ds (also known as &ldquo;planning periods&rdquo;) for homeroom teachers, providing additional content support to supplement the lessons in their homeroom.
 <br/>
 <br/>
 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.
 <br/>
 <br/>
 Reports to: Principal/Head of School
 <br/>
 <br/>
 <strong>
  Responsibilities:
 </strong>
 Elementary Teacher in an SEI setting
 <br/>
 <br/>
 <ul>
  <li>
   Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas.
  </li>
  <li>
   Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
  </li>
  <li>
   Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
  </li>
  <li>
   Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum
  </li>
  <li>
   Administer district mid-year and end-of-year assessments in accordance with district guidelines.
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Core Competencies:
 </strong>
 Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:
 <br/>
 <br/>
 <ul>
  <li>
   Accountability for Student Achievement
   <br/>
   <br/>
  </li>
 </ul>
 <em>
  (II-A-1. Quality of Effort and Work, II-D-2. High Expectations,
 </em>
 <em>
  I-B-2. Adjustments to Practice)
  <br/>
  <br/>
 </em>
 <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
   <br/>
   <br/>
  </li>
 </ul>
 <em>
  (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
  <br/>
  <br/>
 </em>
 <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
   <br/>
   <br/>
  </li>
 </ul>
 <em>
  (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)
  <br/>
  <br/>
 </em>
 <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
   <br/>
   <br/>
  </li>
 </ul>
 <em>
  (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)
  <br/>
  <br/>
 </em>
 <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
   <br/>
   <br/>
  </li>
 </ul>
 <em>
  (III-A-1. Parent/Family Engagement)
  <br/>
  <br/>
 </em>
 <ul>
  <li>
   Engages with families and builds collaborative, respectful relationships with them in service of student learning
  </li>
  <li>
   Professional Reflection &amp; Collaboration
   <br/>
   <br/>
  </li>
 </ul>
 <em>
  (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
  <br/>
  <br/>
 </em>
 <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.
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Qualifications - Required
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Education: Hold a Bachelor&rsquo;s degree.
  </li>
  <li>
   Hold a Massachusetts Teaching License in Elementary 1-6 and English as a Second Language.
  </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.
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Qualification - Preferred
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Experience teaching in urban schools.
  </li>
  <li>
   Degree in Education.
  </li>
  <li>
   Dual licensure in Moderate Disabilities.
  </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)).
   <br/>
   <br/>
  </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 "Schedule A" Expanded Learning Time (ELT) agreement.
 <br/>
 <br/>
 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 - Elementary and English as a Second Language Specialist, Grades 1-6 (Long Term Sub) (SY25-26)

Harvard University

<div></div><div><div><div><div><div><div><b>March 10, 2026
</b></div></div><div><div><div><b>001821SR</b></div></div></div></div></div></div></div><p></p>
<br><div><div><div><p>Company Description</p><p><br>
By working at Harvard University, you join a vibrant community that advances Harvard's world-changing mission in meaningful ways, inspires innovation and collaboration, and builds skills and expertise. We are dedicated to creating a diverse and welcoming environment where everyone can thrive.</p><p><b>
Why join Harvard Business School?</b></p><p>
Harvard Business School, located on a 40-acre campus in Boston, was founded in 1908 as part of Harvard University. It is among the world's most trusted sources of management education and thought leadership. For more than a century, the School's faculty has combined a passion for teaching with rigorous research conducted alongside practitioners at world-leading organizations to educate leaders who make a difference in the world. Through a dynamic ecosystem of research, learning, and entrepreneurship that includes MBA, Doctoral, Executive Education, and Online programs, as well as numerous initiatives, centers, institutes, and labs, Harvard Business School fosters bold new ideas and collaborative learning networks that shape the future of business.</p><p><br>
Job Description</p><p><br>
Harvard Business School seeks multiple Research Associate (RA) to support faculty member on either 1) quantitative or 2) writing focused work starting <b>ASAP </b>this winter. The successful candidate will have a strong understanding of business topics, such as computer science and finance, and experience with either quantitative or qualitative work through course work, extra curriculars, or work experience.</p><p>
The Research Associate (RA) position reports directly to faculty supervisors and administrative manager in the Research Staff Services office. Ideal RA candidates will be comfortable in an environment that requires a high level of independence, intellectual curiosity, and the ability to use discretionary judgment.</p><p><b>
Primary duties:</b></p><ul><li>
Build trust and collaboration by being present on-site and engaging directly with colleagues and various constituents.</li><li>
Work under the general direction of HBS faculty on topics central to HBS research agenda. Provide subject-area knowledge, analysis and interpretation to faculty member. Identify and explore a wide-range of questions related to faculty&rsquo;s research agenda.</li><li>
For writing focused roles: write cases, case supplements, project reports, and drafts for a book project from start to finish creating original writing based on subject-area expertise, research, and interviews, and write articles for applicable business audiences such as Harvard Business Review.</li><li>
For quantitative focused roles: develop, design, conduct, analyze, and implement research using data science knowledge and prior knowledge of requested statistical packages. Perform statistical programming.</li><li>
Under general direction of faculty member, must be able to take complex research ideas, concepts, and methodologies and apply them to new projects and situations. Must be able to structure assignments and keep faculty member informed as necessary, using own judgment.</li><li>
Build trust and collaboration by being present on-site and engaging directly with colleagues and various constituents.</li><li>
Responsible for other duties as assigned.</li></ul><p><br>
Qualifications</p><p><b><br>
Basic Qualifications:</b></p><ul><li>
Bachelor&rsquo;s degree with a GPA above 3.5 is required.</li><li>
For writing focused roles: prior experience supporting short form writing and website project management preferred.</li><li>
For quantitative roles: computer science degree with prior experience in Javascript preferred.</li></ul><p><b>
Additional Qualifications and Skills:
</b></p><ul><li>Evidence of prior high-quality, original academic writing, and background in analysis and interpretation of relevant data, research, news, and literature is helpful. Ability to read academic, subject-specific information and write a reasoned and thoughtful analysis, as well as produce a creative interpretation, is a must.</li><li>
The candidate must have extremely high standards in terms of quality of work, attention to detail, strong organization skills, and absolute commitment to task completion. Must be able to balance multiple tasks and shifting priorities under tight deadlines at an accelerated pace when necessary. It is helpful if the candidate is familiar with navigating a complex organization, such as Harvard Business School.</li></ul><p><br>
Additional Information</p><p><b><br>
Appointment End Date: </b>June 30, 2026. This is a part-time term appointment starting ASAP through June 30, 2026, with potential for re-appointment for the following year. All HBS RA roles are structured as one-year appointments.</p><p><b>
Standard Hours/Schedule: </b>20<b> </b>hours per week</p><p><b>
Visa Sponsorship Information: </b>Harvard University is unable to provide visa sponsorship for this position</p><p><b>
Pre-Employment Screening: </b>Identity, Education</p><p><b>
Other Information:</b></p><p>
This is a hybrid position which we consider to be a combination of remote and onsite work at our Boston, MA based campus. HBS expects all staff to be onsite a minimum of 3 days per week and departments provide onsite coverage Monday &ndash; Friday. Specific hours and days onsite will be determined by business needs and are subject to change with appropriate advanced notice.</p><p>
We may conduct candidate interviews virtually (phone and/or via Zoom) and/or in-person for this role.</p><p>
A cover letter is required to be considered for this opportunity. All candidates will be expected to submit a writing sample, code sample (if applicable to their skill set) and a transcript.</p><div></div><p><b>
Work Format Details</b></p><p>
This position has been determined by school or unit leaders that some of the duties and responsibilities can be effectively performed at a non-Harvard location. The work schedule and location will be set by the department at its discretion and based upon operational needs. When not working at a Harvard or Harvard-designated location, employees in hybrid positions must work in a Harvard registered state in compliance with the University&rsquo;s Policy on <b>Employment Outside of Massachusetts</b>. Additional details will be discussed during the interview process. Certain visa types and funding sources may limit work location. Individuals must meet work location sponsorship requirements prior to employment.</p>
<p><b>
Salary Grade and Ranges</b></p><p>
This position is salary grade level 055. Please visit <b>Harvard's Salary Ranges</b> to view the corresponding salary range and related information.</p>
<p><b>
Benefits</b></p><p>
Harvard offers a comprehensive benefits package that is designed to support a healthy work-life balance and your physical, mental and financial wellbeing. Because here, you are what matters. Our benefits include, but are not limited to:</p><ul><li>
Generous paid time off including parental leave</li><li>
Medical, dental, and vision health insurance coverage starting on day one</li><li>
Retirement plans with university contributions</li><li>
Wellbeing and mental health resources</li><li>
Support for families and caregivers</li><li>
Professional development opportunities including tuition assistance and reimbursement</li><li>
Commuter benefits, discounts and campus perks</li></ul><p>
Learn more about these and additional benefits on our <b>Benefits &amp; Wellbeing Page</b>.</p>
<p><b>
EEO/Non-Discrimination Commitment Statement</b></p><p>
Harvard University is committed to <b>equal opportunity</b> and <b>non-discrimination</b>. We seek talent from all parts of society and the world, and we strive to ensure everyone at Harvard thrives. Our differences help our community advance Harvard's academic purposes.</p><p>
Harvard has an <b>equal employment opportunity policy</b> that outlines our commitment to prohibiting discrimination on the basis of race, ethnicity, color, national origin, sex, sexual orientation, gender identity, veteran status, religion, disability, or any other characteristic protected by law or identified in the university's <b>non-discrimination policy</b>. Harvard's <b>equal employment opportunity policy</b> and <b>non-discrimination policy</b> help all community members participate fully in work and campus life free from harassment and discrimination.</p></div></div></div>

Research Associate

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