staff scientist i

sue field technician i

sue field technician iii

SAM Companies

<div>Who We Are:
<div>
For over thirty years, SAM has built a reputation as a trusted, knowledgeable, and innovative partner. Our licensed professionals transform petabytes of complex spatial data into intelligent insights in a holistic Managed Geospatial Services&trade; (MGS&trade;) framework. As North America's premiere MGS&trade; company, SAM provides practical, precise, and high-fidelity solutions designed to enhance decision-making, mitigate risks, achieve strategic objectives, and drive costs out of our client's business. Our vision is to advance spatial data acquisition, improve analysis capabilities, and develop predictive analytics to redefine and transform how infrastructure assets are developed and managed throughout their lifecycles.</div>
Your Impact at SAM:
<ul><li>Designating all types of utilities in rural and urban environments using geophysical equipment, project field documentation and survey, and vacuum excavation to expose utilities</li><li>
Obtains and maintains all required safety certifications</li><li>
Manage individual 2D QL-B (2DB) &amp; 3D QL-B (3DB) mapping projects, typically comprised of not more that (2) independent crews/teams</li><li>
Selects and applies non-standard surfacegeophysical equipment and accessories to accurately designate complex public and private underground utility systems for 2DB &amp; 3DB mapping projects</li><li>
Collects data for and completes vault diagram forms for 3DB mapping projects</li><li>
Acts as &ldquo;lead&rdquo; on crews employing vacuum excavators and associated equipment to excavate and backfill test holes on existing utilities at deeper than average depths and/or under other than average conditions</li><li>
Employs total station survey equipment to collect horizontal data for 2DB mapping projects and QL-A test holes</li><li>
Employs RTK GPR survey equipment to collect horizontal and vertical data for 3DB mapping projects</li><li>
Employs automatic or digital levels and associated equipment to collect vertical data from structures associated with gravity flow utility systems
</li><li>Collects data for and completes Structures Data Reports for structures associated with gravity flow utility systems</li><li>
Coordinates with clients, utility owners, property owners, etc. in the field</li><li>
Coordinates with providers of traffic control, off duty officers, saw cutting and other 3rd party services in the field.</li><li>
Advanced comprehension and interpretation of planimetric and design plans, profiles and cross sections, utility records, etc.</li></ul>
What You Bring to SAM:
<ul><li>High School Diploma</li><li>
Ability to travel for extended periods of time</li><li>
Thorough understanding of ASCE 38 guidelines and associated quality levels</li><li>
(4-5) years of SUE field experience preferred</li><li>
Experience working as a &ldquo;lead&rdquo; on SUE QL-A &amp; QL-B field crew required</li><li>
Experience working as a project level field supervisor on SUE QL-A &amp; QL-B projects preferred
</li><li>Survey experience preferred</li><li>
Military experience is a plus</li></ul>
Our Perks:
<ul><li>Health and Wellness Benefits: BlueCross BlueShield health insurance coverage begins the month after your hire date, Free Vision + Dental plans for employees, company-paid premiums for Long-term disability/Life Insurance (with HSA + FSA plans), SAM Cares program focused on holistic well-being</li><li>
Financial Benefits: Employee Referral Rewards Program of $1K, $2,500 or $5K, Access to Ramsey Smart Dollar to support financial goals and retire with confidence, Fidelity retirement plans with a 5% company match, tuition reimbursement, optional cellphone stipend</li><li>
Work-Life Balance: Paid time off including vacation/sick/holidays, parental leave to support families</li><li>
Professional Development: Customized career development plan for licensing and certifications, Project Manager Business Academy, CAD Training Program, Individual Development Plans/Career Check-Ins, SAM WINS - our initiative for women-focused leadership and development, Milestone Anniversary Recognition, SAMbassador mentorship program</li><li>
Perks and Discounts: Access to &ldquo;Perks at Work&rdquo; for discounts on wellness + travel + leisure and everyday purchases, company-sponsored events, free office snacks</li><li>
Culture and Awards/Achievements: SAM Named 2023 Top Workplace USA for Second Consecutive Year; 2023 SAM Ranks No. 88 on ENR Top 500 Design Firms</li></ul><div></div><div> 
EEO</div><div>
SAM is an EOE/Affirmative Action Employer M/F/D/V. SAM also participates in the federal E-Verify Program.</div></div>

SUE Field Technician III

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)

Centimark Corporation

<div>QuestMark, a division of CentiMark Corporation, is the nation's largest self performing flooring contractor and the leading provider of polished concrete, epoxy, urethane, and exterior coatings for pedestrian and vehicle spaces in the industrial, commercial, and retail markets.
Both family and employee owned, Centimark has been thriving since 1968 and we are still growing and currently hiring. With zero debt and a 5A1 Dun &amp; Bradstreet rating, we are able to offer outstanding benefits including a Field Certification Program for career advancement as well as a Performance Bonus Program. Our employees also have multiple opportunities for recognition through our Safety &amp; Risk Program as well as our Customer Satisfaction Program.
The successful candidate for our Epoxy Flooring / Concrete Polishing Crew &amp; Foreman opportunities will demonstrate initiative, be a self-starter with a high level of professional integrity, and have a strong work ethic and competitive drive.
QuestMark / CentiMark provides a positive work environment with challenging career opportunities. We also offer competitive compensation and excellent benefits including:<ul><li>
Pay rate of $21-$31/hour dependent upon experience</li><li>
Hourly Bonus Program (paid out by job)</li><li>
Health Insurance (Medical, Dental, Vision)</li><li>
Life Insurance</li><li>
401(k) Retirement Plan with Company Match</li><li>
Employee Stock Ownership Program (ESOP)</li><li>
Paid Vacation &amp; Holidays</li><li>
Field Certification Program for Career Advancement)</li><li>
Company Truck and Phone (Foreperson only)</li></ul>
Responsibilities:<ul><li>
Install polished concrete, epoxy, urethane, and hard surface flooring systems</li><li>
Ensure strict compliance with all health and safety rules and regulations</li><li>
Proper use of equipment and materials</li><li>
Strive to meet and exceed any and all production targets</li><li>
Input timely hours</li></ul>
Qualifications:<ul><li>
Concrete polishing, epoxy / urethane flooring</li><li>
All candidates must be willing to travel and stay out of town</li><li>
Ability to work overnights, Saturdays, Sundays &amp; holidays</li><li>
Valid driver&rsquo;s license &amp; reliable transportation</li><li>
18 years of age or older</li><li>
Ability to pass a pre-employment drug screen</li><li>
Authorized to work in the United States</li><li>
Must obtain respirator medical evaluation and pass fit test</li></ul>
Drug Free Workplace - EOE (M/F/V/D) - E-Verify Employer
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Epoxy Flooring / Concrete Polishing Foreman & Laborers (Construction)

American Iron & Metal

<div>Company Description 
American Iron &amp; Metal (AIM) is a family-owned company and recognized global leader in the metal recycling industry with more than 125 sites and 3500 employees worldwide. We have continued to prosper for the last eight decades (we just celebrated our 86th birthday!) thanks to the dedication of our employees and the ongoing trust and support of our customers.
Become part of team AIM, a growing team with an entrepreneurial spirit who has over the years evolved into a successful and multifaceted company with business divisions that include metal recycling, decommissioning and demolition, auto-parts sales and recycling, manufacturing of solder assemblies, construction waste recycling, and production of customized industrial and mining products.
We take pride in doing good things for the environment to help create a greener, more sustainable future for all.
It&rsquo;s simple; we do it right. We AIM for excellence.
What we offer:<ul><li>
A competitive wage ($70-78,000), commission package, vacation, benefits and a 401k matching program</li><li>
The tools and support needed to be successful in your career and professional development</li><li>
A dynamic &amp; rewarding work environment</li><li>
Base Salary + Commission Pay, Full Benefit Package</li></ul> 

Job Description 
Exciting Opportunity: Become Our Next Account Manager!
Are you ready to roll up your sleeves and make a hands-on impact in the metal recycling industry? We&rsquo;re on the lookout for a physically active and dynamic Account Manager to join our dedicated team! In this role, you&rsquo;ll engage directly with catalytic converter suppliers in your territory, ensuring we source these critical components at competitive prices while providing exceptional customer service. This is an opportunity to contribute to our company&rsquo;s growth and success through direct, physical engagement in the field! 
Work Setup: Home-based office with frequent travel and on-site visits
What You&rsquo;ll Do:<ul><li>
Build Strong Partnerships: Forge and maintain robust relationships with both new and existing catalytic converter suppliers. Be the friendly face they can rely on for exceptional service and support, often in person.</li><li>
Savvy Purchasing: Actively seek out potential suppliers to procure catalytic converters at advantageous prices, engaging in physical site visits to assess their operations and establish rapport.</li><li>
Bid Management: Prepare and submit bids for quotes, calculating necessary resources and gathering data during on-site visits to ensure our offerings are competitive and compelling.</li><li>
Supplier Insights: Regularly connect with suppliers face-to-face to understand their challenges and needs, fostering opportunities for mutual growth and collaboration.</li><li>
Market Awareness: Stay informed about the latest market trends, competitor activities, and pricing developments through active field engagement to refine our purchasing strategies.</li><li>
Negotiation Expertise: Evaluate catalytic converters based on market factors and conduct negotiations directly with suppliers during on-site interactions, ensuring beneficial terms for both parties.</li><li>
Quality Assurance: Perform detailed inspections of purchased catalytic converters on-site to verify authenticity and compliance with regulations, ensuring accurate record-keeping.</li><li>
Physical Inspection and Lifting: Safely lift and inspect catalytic converters to assess their condition and quality, ensuring that all purchased items meet our standards.</li><li>
Data Analysis: Monitor sales data and market trends, providing regular reports and forecasts based on insights gained during your physical interactions with suppliers.</li><li>
Team Collaboration: Work closely with our operations and logistics teams, ensuring smooth coordination of purchasing, processing, and shipping activities through direct collaboration.</li><li>
Compliance Commitment: Stay updated on relevant regulations and compliance standards, ensuring our operations meet environmental and safety requirements through hands-on oversight.</li><li>
Education &amp; Guidance: Help suppliers and customers understand the value of recycling catalytic converters by providing support and guidance throughout the recycling process, often through in-person discussions.</li></ul>
If you&rsquo;re ready to take the next step in your career and make a tangible impact in the recycling industry, we want to hear from you! Join us in our mission to promote sustainability and drive success together! 
Qualifications 
To join our team:<ul><li>
Bachelor&rsquo;s degree in business, Marketing, or a related field is preferred.</li><li>
Proven experience in account management, business development, or sales, preferably in the metal recycling or automotive industry.</li><li>
Strong knowledge of catalytic converters, their composition, and market dynamics is desired but not required.</li><li>
Excellent negotiation, persuasion, and relationship-building skills to establish mutually beneficial partnerships with suppliers.</li><li>
Analytical mindset with the ability to analyze market trends, pricing data, and sales performance.</li><li>
Exceptional communication and presentation skills, both written and verbal.</li><li>
Strong problem-solving and decision-making abilities to address supplier concerns and resolve issues effectively.</li><li>
Proficiency in using customer relationship management (CRM) software, Microsoft Office, and data analysis tools.</li><li>
Self-motivated and results-oriented, with the ability to work independently and meet targets.</li><li>
Knowledge of environmental regulations and compliance related to metal recycling and catalytic converters is a plus</li></ul> 

Additional Information 
All your information will be kept confidential according to EEO guidelines.</div>

Account Manager

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