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  • 12 May 2022 8:13 AM | Anonymous member (Administrator)

    Job Description: Gloucester Biotechnology Academy Instructor

    (2 positions available)

    This is not your average teaching position. Gloucester Biotechnology Academy instructors enjoy a low student to teacher ratio, students with a passion for science, and support from the Gloucester community. 

    Our students graduate in 10 months with more lab hours than a 4-year Bachelor’s degree recipient, and are already making a different at biotech, life science and pharmaceutical companies across the state.

    Reporting to the Lead Teacher, the Instructor is a part of the Academy’s robust teaching team. Twin passions for teaching and science are a must. The successful candidate will be a collaborative team player and exceptional representative of the organization. This is a critical role as GMGI continues to enhance its quality programs, build capacity and achieve ambitious goals, and represents a tremendous opportunity to join a rapidly growing, high-impact organization recognized in 2022 as the recipient of the Massachusetts Workforce Innovation Award.

    Essential Areas of Responsibility

    • Deliver instruction of theoretical content and practical training in classroom and laboratory to both vocational (post-high school) learners and STEM enrichment (middle and high school) students

    • Assist in the training and supervision of new instructors and teaching assistants

    • Prepare lesson materials, teaching schedules, and daily plans

    • Prepare laboratory for daily experiments, maintain chemical, consumable, and equipment inventory

    • Assist with student assessments, feedback and professional development

    • Contribute to the continuous improvement of lectures, curriculum content, labs, assessments, policies, handbook, and lab manuals, in alignment with industry

    • Test new protocols and draft SOPs

    • Assist with the routine and periodic maintenance of instruments and safety equipment, and schedule necessary repairs 

    • Manage orders of materials and equipment 

    • Participate in community outreach, recruitment, orientation, internship placement, matriculation and alumni support


    • Bachelor’s degree (Master’s preferred) in biology, chemistry, molecular biology, or biotechnology

    • Individuals with experience in cell culture are highly encouraged to apply

    • Minimum of one year of experience leading a classroom

    • Passion for teaching and mentoring students

    • Comfort working with modern biotechnology instrumentation and methods

    • Ability to interpret and present scientific data to individuals with a non-science background

    • Solid understanding of accepted laboratory techniques and practices

    • Basic knowledge of statistical data analysis

    • High energy, can-do attitude

    • Self-motivated, capable of working in a dynamic start-up environment

    • Excellent written and verbal communication skills

    • Integrity towards scientific research and data quality

    • Enthusiasm and commitment to the GMGI mission of innovative science and education

    Who we are

    The Gloucester Biotechnology Academy launched its first class in 2015, and is a hands-on vocational program which trains young adults to become professional laboratory technicians in the life sciences, biotech and biomanufacturing. The certificate curriculum provides hands-on instruction in such in-demand fields as state-of-the-art genomics sequencing and biomanufacturing, and students get real-world experience with a paid internship. The Academy is one leg of a strategy triad of the Gloucester Marine Genomics Institute (GMGI) which also includes a research institute and science community initiative expanding the local economy as we build a vibrant science hub on Cape Ann. The Academy, with graduation and career placement rates that outpace all norms, is in a high-growth mode with a fantastic team ready to lead the organization into its next chapter.

    GMGI’s ambitious mission addresses critical challenges facing our oceans, human health and the environment through innovative scientific research and education. By bringing world-class science and transformative workforce development to Gloucester’s historic waterfront, GMGI is catalyzing the regional economy.

    Work environment and other requirements

    The Instructor is based at GMGI’s Gloucester Biotechnology Academy location, 55 Blackburn Center, Gloucester, MA. A generous benefits package is provided and salary is commensurate with experience and other qualifications. 

    GMGI is proud to be an equal opportunity employer, and all aspects of employment are based on merit, competence, performance and business need. In addition to researching diversity in our oceans, GMGI is committed to supporting diversity in our workforce and classrooms. We know that varied backgrounds and experiences stimulates discussion and new ideas. We are taking action on diversity, equity and inclusion by providing training opportunities to increase self-awareness as an organization and building a team of staff and students from uniquely different backgrounds. Our culture is built on innovation, collaboration and a shared desire to impact our community.

    To Apply

    Please submit a cover letter and resume to: recruiting@gmgi.org.

  • 25 Apr 2022 8:16 AM | Anonymous member (Administrator)

    7th and 8th Grade Science Teacher

    Seeking a full time, salaried 7th and 8th Grade Science teacher. Reports to the Middle School Director.

    Roles & Responsibilities

    • Teach 7th grade Physical Science and 8th grade Anatomy and Physiology

    • Serve as an advisor 

    • Lead two self designed activities open to 5th-8th graders

    • Apply practices in classroom and other settings that foster equity, inclusion and belonging among Thayer Academy community members

    • Engage in ongoing professional development

    • Serve as an athletic coach for one or more seasons (preferred)


    • A bachelor’s degree required, Masters (or higher) preferred in Education, Science, or related field 

    • 3-5 years teaching experience at the Middle School level preferred

    • Passion for working with middle schoolers, and desire to build relationships

    • Commitment to working in and fostering an inclusive community

    • Demonstrated knowledge of and commitment to diversity, equity, and inclusion practices in the classroom, in curriculum, and in relationships with members of the school community

    • High level of comfort and experience with technology in a educational setting

    • Willingness to work on a team in a collaborative department

    • Ability to communicate and listen effectively with students and families

    Preferred Qualifications:

    • Physical Science and Biology knowledge and experience

    • Experience with Design Thinking or Project Based Learning curriculum development

    • Experience with Responsive Classrooms or other SEL curriculum and training

    • Knowledge of robotics and programming

    • Desire to engage in community science projects

    About Thayer Academy

    Thayer Academy's mission is “to inspire a diverse community of students to moral, intellectual, aesthetic, and physical excellence so that each may rise to honorable achievement and contribute to the common good.” In its hiring practices, Thayer Academy seeks candidates who come from a broad range of backgrounds and can contribute to a diverse community, who love working with young people, who thrive when engaged in multiple arenas of school life, and who welcome professional growth. 

    Located next to Braintree's historic district and just up the hill from the MBTA’s final Red Line stop is the historic 34-acre campus of Thayer Academy. Since 1877, our coeducational day school for grades 5-12 has been a dynamic learning environment in which each student is affirmed, supported, and challenged to grow and meaningfully achieve as young scholars, athletes, artists and leaders. Thayer continues to be a place where tradition and innovation meet, and where students form lifelong relationships with one another and with inspiring teachers who care deeply about their students' personal growth and academic success.

    Thayer is rooted in the intentionally holistic education of our students, who are viewed as whole individuals with affinities and talents in many areas. Unique to Thayer, because of deliberately coordinated scheduling, it is possible to be both a varsity athlete and sing on stage in the school musical--students here are not forced to choose one path or another. There is a supportive and collaborative camaraderie that pervades our halls and campus--one where students view their classmates as partners, encouraging one another to discover their hidden talents and develop them into lifelong strengths.  

    When you work at Thayer Academy, you join a warm community of students, parents, and colleagues who value not only academic achievement but also a supportive environment in which continual growth and learning is encouraged and supportive through a robust array of professional development opportunities. 

    Application Information

    • Please email your resume, cover letter, educational philosophy statement, and the names and contact information for three to five references including two present or past supervisors to mshiring@thayer.org attn:Galen Hamann, Middle School Director.

    • Thayer Academy is an equal opportunity employer. The Academy complies with and adheres to all state and federal anti-discrimination laws with respect to its employment practices. Thayer Academy does not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, sexual orientation, gender identity and expression, national origin or ancestry, age, or disability, or any other category protected under state or federal law. This policy extends to recruiting, hiring, compensation, benefits, assignment, working conditions, promotions, transfers, termination, re-employment, education, tuition assistance, employee treatment, and all other terms, conditions and privileges of employment. All employment-related decisions are made on a nondiscriminatory basis so as to further the principle of equal employment opportunity.

  • 1 Apr 2022 9:02 AM | Anonymous member (Administrator)

    The OpenSciEd Equitable Instruction Initiative at Boston College is hiring an additional School Support Specialist to join our team. School Support Specialists work closely with schools and the OEI team to develop resources and provide school-based support for the adoption of OpenSciEd. Schools who work with OEI are grant funded to adopt OpenSciEd as their core instructional science materials through the generous support of the One8 Foundation. Check out the details here: tinyurl.com/OEIsupportspec!

  • 22 Mar 2022 2:27 PM | Anonymous member (Administrator)

    Direct Manager: Jessica Pederson, Director of Education

    Department/Group: Education

    Job Category: Exempt, Full-time, Permanent

    Location: Boylston, MA

    Travel Required: Occasional

    Salary or Rate Range: $55,000 - 60,000

    Apply at: https://towerhillbg.isolvedhire.com/jobs/ 

    Date posted: 03/11/2022 Posting Expires: Open until filled.

    Tower Hill Botanic Garden believes diversity in nature promotes a healthy, vigorous garden. We believe that diversity among our staff promotes a healthy work environment and a vigorous organization. We recruit, employ, train, compensate and promote regardless of race, religion, color, national origin, sex, disability, age, veteran status, and other protected status as required by applicable law. We believe in diversity of race, gender identity, sexual orientation, religion, ethnicity, national origin, ability, and all the other traits that make us unique. Tower Hill is an equal opportunity employer.

    The Manager is expected to carry out the responsibilities of the job in ways that support Tower Hill’s mission and to its commitment to creating a diverse and welcoming organization.

    • Being welcoming to all staff and the public
    • Be respectful of staff differences and preferences
    • Use gender neutral communication styles
    • Respect everyone’s pronouns
    • Attend IDEA workshops and training sessions
    • Make efforts to support a diverse work force
    • Develop and support a culture within the department that recognizes and supports Tower Hill’s IDEA initiatives (Inclusivity, Diversity, Equity and Accessibility)

    Position Overview

    Under the direction of the Director of Education, the Manager of Adult Education is charged with attracting and serving a diverse population of new and existing adult audiences through a comprehensive suite of existing and new learning opportunities including but not limited to in-person and online programs, hands-on workshops, series classes, lectures, symposia, and trips. The Manager of Adult Education works to strengthen curriculum, diversify instructional strategies, hire new teaching staff, and helps shape our overall growth strategy by analyzing enrollment data and student evaluations. The ideal candidate is strategic, creative, highly organized, an excellent communicator, and has extensive experience with adult program planning and logistics.

    Manager of Adult Education Responsibilities

    • Manage program logistics such as schedules, materials, recordkeeping, class cancelations and reschedules, website updates, etc.
    • Oversee and improve policies and procedures relating to adult education, including procedural manuals
    • Attend and supervise programs as needed and arrange for weekend and evening program coverage when needed
    • Oversee the successful operation of all Adult Education offerings including instructor communication and A/V needs, ensuring that programs are planned and executed in a professional manner
    • Develop and teach classes in areas of specialty as needed
    • Develop interpretive resources including educational videos and handouts for adults
    • Develop adult programs that complement and enhance Tower Hill exhibitions, plant shows, and events
    • Develop an instructor core and programs that engage and reflect a population that is representative of Worcester County’s diversity
    • Develop accessible no- and low-cost learning opportunities for adults

    Leadership and Interpersonal Relations

    • Develop a vision and a 5-year plan that aligns with our educational and strategic plan and supports lifelong learning for our diverse adult audiences
    • Help to position Tower Hill as a leader among public gardens and informal education institutions as the go-to regional source for gardening and horticultural knowledge
    • Develop partnerships with like-minded institutions to enhance adult learning and expand audiences
    • Observe classes and analyze student evaluations to provide constructive feedback to instructors
    • Work with Tower Hill staff to utilize their subject-matter expertise to further enhance or teach adult education programs
    • Create a welcoming environment for students and instructors with high quality customer service
    • Analyze the return on investment, mission value, and success of current educational offerings and make recommendations for improvement
    • Create and manage the adult education budget, meet yearly earned revenue goals, and maximize available resources to reach new audiences
    • Implement grants and assist with grant writing and capital fundraising efforts to support adult programming as needed

    Supervision and Training

    • Supervise, train, and manage one part-time employee, the Registrar and Weekend Programs Assistant, who provides customer service for all education programs, serves as a point of contact for registration questions, and provides weekend program coverage
    • Recruit, oversee, guide, support, and clearly communicate with 50+ instructors with subject matter expertise
    • Supervise and train volunteers who support adult learning experiences


    The Manager of Adult Education position is salaried and exempt from overtime. When program coverage is not required, the typical schedule is Monday through Friday. However, the work schedule for this position can be highly variable. The Manager must be able to flex their schedule to accommodate evening and weekend programs. Work is performed both indoors and outdoors, and the Manager of Adult Education will be asked to assist with program management in outdoor roles.

    Manager of Adult Education Education and Experience

    • Bachelor’s degree in environmental education, museum studies, horticulture, public gardens, or related field, or equivalent experience and five years of related experience preferred
    • Experience in a management role and the ability to supervise employees and contract instructors
    • Proven ability to plan, document, manage, report, and analyze results
    • Proven ability work in a fast-paced environment with a diverse team
    • Ability to give and receive feedback and cooperate with staff to solve problems
    • Experience in planning, designing, marketing, and evaluating education programs
    • Experience building partnerships with other organizations
    • Experience creating and managing budgets
    • Excellent customer service and interpersonal skills, including the ability to deal tactfully with visitors, students, volunteers, instructors, and staff
    • Ability to work with diverse groups and exercise cultural competence and inclusion
    • Ability to communicate clearly in writing and in conversation
    • Content knowledge in horticulture, gardening, natural resources, or a related field strongly desired
    • Proficiency in computer applications including Microsoft suite, CRM databases, and internet applications

    Physical Demands / Working Conditions:

    • Must be able to lift 25 pounds and work outdoors in all seasonal extremes
    • Must be able to remain in a stationary position 50% of the time
    • Must have a valid driver’s license and be comfortable with local travel
    • Must be able to work with appropriate computer and communications equipment

    Note: Duties described above, other duties and physical demands have been identified as essential functions as required by the Americans with Disabilities Act.


    • Works with an awareness of surroundings and vigilant to any possible threat to the safety of staff and the public, or to Tower Hill property. Ensures all concerns are reported promptly.
    • Reports all accidents and injuries immediately to an immediate supervisor and/or Chief Financial & Operations Officer, or designee. 
    • Complies with provisions of the current Employee Handbook, all published personnel policies, and the requirements of the job description.

    In addition to being an Equal Opportunity Employer, Tower Hill Botanic Garden fosters an inclusive workplace that values each member of our team. We aspire to reflect and serve our visitors as well as the communities of Worcester County, Massachusetts, and New England.

    Currently all employees are required to wear masks while on the property. 

    All Tower Hill, employees must be fully vaccinated (verification required) or be approved by Tower Hill as exempt for medical or religious reasons. If the employee receives this accommodation, they must be tested weekly at a site of their choosing and provide a negative PCR test result to Tower Hill. A booster is required 7 months after 2nd Moderna or Pfizer Vaccine or 90 days after Johnson and Johnson vaccine. 

  • 15 Mar 2022 10:57 AM | Anonymous member (Administrator)

    We are seeking a full-time Science/STEM educator to teach students Kindergarten-Grade 6 in our two small, inclusive and welcoming school communities. The teacher hired would work 3 days a week at the East Boston Early Education Center, teaching K2 and Grade and 2 days a week at the Alighieri, K-6.

    Both the EEC and the Alighieri share core commitments of developing independent learners and conscious community members and we see STEM education as crucial in students' intellectual development. Our two are walking distance from each other, in a wonderful, diverse neighborhood and we are excited to have a STEM teacher join our team. 

    We're looking for a teacher that is passionate about fostering a love for Science, Engineering and Inquiry. An ideal candidate could work from available curricula, as well as leveraging the General Education curriculum and community resources to create an engaging, dynamic Elementary Science program.

    Boston Public Schools seeks an exceptional SCIENCE 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/Headmaster


    • Teach: General Science in an SEI setting
    • Creatively provide an interdisciplinary course of study that incorporates state curricular frameworks that demonstrates an understanding of the nature of science and how to develop this understanding in all students.
    • Implement district learning goals and objectives using appropriate curriculum as identified by district Science Department.
    • Implement research-based district curriculum that challenges students to use scientific inquiry in their learning of science concepts.
    • Develop students' capacity to see science as a way of thinking and investigating.
    • Administer district mid-year and end-of-year assessments in accordance with district guidelines.

    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:

    1. Accountability for Student Achievement

    (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

    • Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort
    • Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
    • Passionate and optimistic about their students, their content, and the teaching profession
    1. Communicating Content Knowledge

    (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

    • Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
    • Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
    • Can convey content in creative and engaging ways that align to standards
    1. Equitable & Effective Instruction

    (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

    • Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
    • Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
    • Builds a productive learning environment where every student participates and is valued as part of the class community
    1. Cultural Proficiency

    (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

    • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
    1. Parent/Family Engagement

    (III-A-1. Parent/Family Engagement)

    • Engages with families and builds collaborative, respectful relationships with them in service of student learning
    1. Professional Reflection & Collaboration

    (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)

    • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
    • Seeks to participate in and contribute to a collaborative adult learning community.


    1. Education:  Hold a Bachelor's degree
    2. Hold a Massachusetts Teaching License in General Science at the appropriate grade level AND either SEI Endorsement OR dual certification in ESL.
    3. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
    4. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
    5. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.


    1. Experience teaching in urban schools.
    2. Degree in relevant science field and/or Education
    3. 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, & Somali.
    4. 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)).

    Terms:  BTU, Group I

    Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step.

    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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.

    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’ dignity or interferes with their ability to learn or work.

  • 21 Feb 2022 8:43 AM | Anonymous member (Administrator)

    Blue Hill Observatory & Science Center, Inc. Seeks a Curriculum Development Consultant with Ecological Expertise

    About Us

    Located atop Great Blue Hill in Milton, MA, Blue Hill Observatory & Science is a National Historic Landmark and a Centennial Observing Site—1of 6 in the U.S recognized by the World Meteorological Organization.

    Our daily weather observation and data collection for 137 years form the longest, most consistent, and most extensive climate record in North America—and they are an irreplaceable resource that supports the Observatory’s mission to advance climate research and understanding.

    The Observatory’s weather and climate education programs annually serve 4,000 students on-site and through various venues in and around Greater Boston. Programs include: Observatory Exploration, Weather Watching at Great Blue Hill, The Math of Meteorology, Guided Hikes, Kite Making Workshops, Internships for High School and College Students, “Launch Your Career in Meteorology”


    The Observatory is seeking an experienced Elementary, Middle and High School Curriculum Developer with additional expertise in ecology to develop a new educational program entitled "Picture Post for Environmental Conservation" that aligns with the Massachusetts State Science Standards and the Next Generation Science Standards. The exciting multi-tiered program suite will leverage a ten-year geospatial data collection project for monitoring vegetation health and phenological indications of climate change at Blue Hill. The Curriculum Developer should have experience with working with online datasets and integrating the use of data into the curriculum they develop. It is preferred that the candidate have experience with excel, image processing and geospatial software. The program's intended outcome is to educate and inspire youth and adults to preserve the environment and navigate climate change.

    Program Overview & Deliverables:

    "Picture Post for Environmental Conservation" Overview:

    Tier I—Middle school youth curriculum 8-hours total includes, 4-hours at the Observatory for observation of Blue Hill's natural setting and utilization of an interactive storyboard exhibit displaying environmental change along with 4 hours of classroom content supporting the educator's need to teach Next Generation Science Standards. Our goal is to bring 400 inner city middle school youth to the Observatory in 2022.

    Once launched the content will be modified for elementary and high school levels. Many environmental changes have been documented at Blue Hill. The expanded content will cover mitigation and adaptation to address climate change.

    Tier II—Online climate coursework providing 8 hours of lessons (24 total) for elementary, middle and high school youth that leverages the Observatory's "Picture Post" data. This curriculum will be delivered on the Observatory's website with tutorials supporting how the content may be utilized to teach science while addressing climate change.

    Tier III—An expanded "Picture Post Guided Hike" for youth and adults will investigate observed and scientifically validated wildlife and environmental changes at Blue Hill. A supporting storyboard display will utilize the Observatory's climate data in a visual manner to teach how data supports scientific reasoning.

    Plus supporting documents such as:

     Curriculum Teacher Guides/Tutorials

     Curriculum Student Handbooks

     Curriculum Overview Tailored to Internal Staff and External Stakeholders

    The successful Curriculum Developer candidate will report to the Executive Director and will be able to draw on the subject matter expertise of the Blue Hill Observatory Board. The Curriculum Developer will also collaborate with an Evaluation Consultant.

    To apply for this position please provide the following documents to Cheryl Cummings at


     Cover letter (maximum two pages) describing relevant expertise/experience in curriculum development and ecology

     Resume

     Sample(s) of prior work

     References from prior projects

    Deadline for submitting a proposal is 5pm EST on Friday, March 11, 2022.

  • 17 Feb 2022 7:57 AM | Anonymous member (Administrator)

    Schoolyard Ecology Program Coordinator


    The Harvard Forest (HF) Schoolyard Ecology Program, which serves 70 teachers and 3,500+ students in grades 4-12 annually, seeks a part-time Coordinator to lead the program into its third decade. The program’s primary goal is to support educators in the U.S. Northeast to conduct authentic ecological field studies with their students, by exploring trees and ecosystems within walking distance of their schools. To date, 164 schools have submitted data from their field studies, and these data can be freely explored online.

    Schools from urban, suburban, and rural districts participate in the HF Schoolyard Ecology program. A core strategic goal for the coming decade is to better support teachers from urban districts in collecting field data with their students. This is part of a larger aim to empower students from all communities to recognize the importance of their home ecosystems and their local knowledge in creating a sustainable future. Another core programmatic goal is to further leverage the Forest’s deep connections with university students, scientists, and a range of land stewards – including Indigenous community leaders and conservation organizations – to offer youth a range of affirming pathways to future land stewardship and STEM careers.

    Our work is guided by a strong commitment to diversity and inclusion; each staff contributor brings passion, sincerity, and honest self-reflection to fulfilling the program’s vital role in cultivating the next generation of land stewards and STEM leaders, inspiring and supporting teachers as they face myriad challenges in the classroom, and honoring the people and ecosystems that sustain our work. The program is funded by the National Science Foundation’s Long-Term Ecological Research Program and annual grants from private foundations.


    Under the supervision of HF’s Director of Education and Outreach, and in partnership with HF ecologists and partner organizations, the Coordinator will:

    • 75% - Manage the day-to-day work of the Schoolyard Ecology program:
      • Organize and work with scientists to lead professional development workshops (remote and in-person) to help teachers build skills in field data collection and data analysis/graphing, and to create new opportunities for teacher peer leadership
      • Collaborate on program development and implementation with core partners, including HF ecologists, the HF Information Manager, and fellow HF educators
      • Work closely with professionals/allies in diversity and inclusion, to continue to develop HF Schoolyard Ecology as a welcoming, inspiring, and affirming learning space for all, and to honor more attentively the Indigenous communities whose unceded lands are the basis for our learning
      • Liaise with partner organizations, such as conservation organizations (Mass Audubon, Connecticut Audubon), educational institutions (the Harvard Museum of Natural History, the Wade Institute for Science Education), and networks (the US LTER Network) to support collaborative events and programs
      • Supervise and mentor program contributors throughout the year:
        • a seasonal, part-time project coach, who supports teachers in setting up their field studies and managing their data
        • seasonal teacher researchers (1-2 per year) completing summer RET internships with HF ecologists
        • part-time graduate students (1 per year) contributing to HF K-12 programming
        • Schoolyard teachers with longevity in the program, who serve as peer mentors, build curricular tools, assist with workshops, and more
      • Communicate regularly with the program’s community of educators (classroom teachers and informal educators), maintaining a supportive two-way relationship through emails, writing and curating content for the program blog, and more
    • 15% - In collaboration with the Education Director, contribute to federal and foundation grant proposals and program strategic planning, including work toward new initiatives to connect youth with university students and conservation leaders.
    • 10% - Lead field trips for K-12 students (including scouts and other informal education groups) to visit Harvard Forest and the Fisher Museum, including maintaining a scholarship program to welcome groups who enrich diversity in STEM 


    Bachelor’s degree and at least two years’ experience as a full-time, formal classroom teacher of grades 4-12, including direct experience with STEM teaching and assessment.


    A successful candidate will possess:

    • Excellent written and verbal communication skills
    • Demonstrated leadership in supporting formal and informal K-12 educators through professional development workshops and one-on-one communication
    • Experience bringing K-12 students outdoors to learn, especially connecting students in urban communities to hands-on, outdoor STEM experiences
    • Demonstrated commitment to diversity, inclusion, and collegiality; experience in creating a welcoming and encouraging environment for a diverse range of colleagues, students, and educators
    • Experience in professional collaborations with scientists, Indigenous community leaders, environmental education organizations, and/or conservation organizations
    • Demonstrated interest in environmentally focused fields. Note that our content focus tends to be driven by core HF research, such as investigating the drivers of land change in the U.S. Northeast (climate change, invasive insects, and past/present human land use)
    • Demonstrated facility with remote programming, including leading events with web-conferencing software such as Zoom
    • Demonstrated knowledge of NGSS and state STEM teaching standards/frameworks
    • Experience with program evaluation


    The University requires all Harvard community members to be fully vaccinated against COVID-19 and remain up to date with COVID-19 vaccine boosters, as detailed in Harvard’s Vaccine & Booster Requirements. Individuals may claim exemption from the vaccine requirement for medical or religious reasons. More information regarding the University’s COVID vaccination requirement, exemptions, and verification of vaccination status may be found at the University’s “COVID-19 Vaccine Information” webpage: http://www.harvard.edu/coronavirus/covid-19-vaccine-information/.


    This is a grant-funded, part-time (up to 22 hours weekly), benefits-eligible position with a salary grade of 55. The initial term is 6 months, with the possibility for extension based on funding and performance.

    To apply, submit via the following: a resume/CV, cover letter, and a sample STEM lesson plan and assessment rubric that you have created.

    Application review will begin February 28, 2022; the position will remain open until it is filled.

    To view an FAQ, submit an anonymous question, and find information about a webinar Q&A with the search committee on February 22, visit https://harvardforest.fas.harvard.edu/schoolyard-ecology-program-coordinator-search-2022. You may also direct questions to Clarisse Hart, HF Director of Education and Outreach, at hart3@fas.harvard.edu.

    The Harvard Forest welcomes full participation by individuals with disabilities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please contact the search committee (see FAQ), or contact our administrative team at hfvisit@fas.harvard.edu. Learn more about accessibility at Harvard Forest at https://harvardforest.fas.harvard.edu/accessibility-harvard-forest.

    • Harvard University has a generous flexible work policy; at least one day per week on-site in Petersham is required.
    • Harvard University offers an outstanding benefits package including:
    • Time Off: 3 - 4 weeks paid vacation, paid holiday break, 12 paid sick days, 12.5 paid holidays, and 3 paid personal days per year.
    • Medical/Dental/Vision
    • Retirement: University-funded retirement plan with full vesting after 3 years of service.
    • Tuition Assistance Program: Competitive tuition assistance program, $40 per class at the Harvard Extension School and discounted options through participating Harvard grad schools.
    • Child Care: Limited scholarship funds are available to help defray the cost of childcare. Awards are based on household income.
    • Wellness options: Harvard offers programs and classes at little or no cost, including stress management, massages, nutrition, meditation, and complementary health services.

    Unfortunately, Harvard University cannot sponsor international visas for this position.

    We particularly encourage applications from members of groups that have been historically underrepresented in the sciences (Black, Indigenous, and people of color, women, individuals with disabilities, veterans, LGBTQ community members) and others who demonstrate the ability to help us achieve our vision of a diverse and inclusive community.

    Harvard is an Affirmative Action/Equal Opportunity Employer. Applications from women and minority candidates are strongly encouraged. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, gender identity, sexual orientation, pregnancy and pregnancy-related conditions or any other characteristic protected by law. 

  • 27 Jan 2022 5:43 PM | Anonymous member (Administrator)

    The Christa McAuliffe Center, manager of the Framingham State University Planetarium, is seeking a part time instructor to facilitate planetarium programs for K-12 school groups and out-of-school time groups. The Planetarium Instructor will independently operate all planetarium equipment and systems in order to facilitate daily planetarium activities that are educational, interactive, and responsive to the needs of a diverse range of visiting groups. Experience working in a planetarium environment is recommended.

    SUPERVISION RECEIVED: Assistant Director


    • Facilitating daily educational activities in the planetarium for K-12 school groups and out-of-school time groups
    • Assisting in all aspects of daily school visits including welcoming, transitions, lunch, etc.
    • Communicating effectively with all visitors
    • Ensuring that all planetarium equipment and systems are working properly
    • Accountable for ensuring that affirmative action, equal opportunity, and diversity are integrally tied to all actions and decisions in areas of responsibility.

    Staff occasional evening and weekend events at the McAuliffe Center.


    • Associates or Bachelors Degree
    • Ability to present in a dynamic and engaging manner
    • Demonstrated experience in teaching, informal education, outreach, and/or youth development
    • Knowledge of space and Earth science and astronomical concepts including the solar system, the night sky, space exploration, etc.
    • Demonstrated ability to learn and adapt to new software and digital technologies required for planetarium operation
    • Ability to troubleshoot and resolve Windows-based computer issues
    • Demonstrated commitment to a high standard of inclusive educational practice
    • Demonstrated ability to adapt to the needs of a diverse range of audiences representing a wide range of ages, backgrounds, and abilities


    • Experience working with Spitz SciDome XD or similar networked computer systems
    • Experience working with presentation software such as Starry Night Dome, Spitz ATM-4, Spitz Player, etc.
    • Candidates who are bilingual in English and Spanish or English and Portuguese are strongly encouraged to apply.

    This is a part-time non-benefited, contract position, not to exceed 18 hours per week. The pay rate is $18/hour.

    It is the policy of Framingham State University that all employees be fully vaccinated against COVID-19, including booster if eligible before they begin employment. Proof of the COVID-19 vaccine is required of all individuals hired by FSU, to be verified after a verbal offer of employment has been accepted, and before employment begins. Prospective employees may submit a request for a medical or religious exemption to the COVID-19 vaccination requirement to Human Resources. Furthermore, FSU employees must wear a mask inside campus buildings.

    Framingham State University conducts criminal history and sexual offender record checks on recommended finalists prior to final employment for all positions.

    Framingham State University is an equal opportunity/affirmative action employer.

    Members of underrepresented groups, minorities, women, veterans, persons with disabilities, and all persons committed to diversity and inclusive excellence are strongly encouraged to apply.

    Candidates must apply online by submitting:

    • Cover Letter,
    • Resume/CV,
    • Equity and Inclusion Statement*,
    • Names and contact information for three (3) professional references.

    *The Equity and Inclusion Statement is an opportunity for candidates to discuss professional skills, experience and/or willingness to engage in activities that would enhance the university's efforts to promote a diverse, equitable, and inclusive community. Equity and inclusion statements will be considered as part of a transparent and comprehensive review of candidate application materials.

    Application Deadline: For full consideration, application materials must be received by February 18, 2022. Apply now.

    Framingham State University only accepts application materials through our online application system. We are unable to accept application materials through mail, email, fax, or hand delivery. If you experience technical issues with the online application process, please submit a helpdesk ticket.

    Framingham State University understands that persons with specific disabilities may need assistance with the job application process and/or with the interview process. For confidential assistance, please contact the Human Resources Office at 508-626-4530 or humanresources@framingham.edu.

  • 27 Jan 2022 5:42 PM | Anonymous member (Administrator)


    Leadership role within the McAuliffe Center requiring a deep commitment to collaborative work in open-ended contexts. Manage operations for the FSU Planetarium, including facilities and equipment, staff, activities, and resources. Design, supervise, and implement planetarium offerings, including K-12 school visits, college courses, public events, and online counterparts via virtual programs. Manage and work with a content creation team to produce multimedia digital resources for all McAuliffe Center educational offerings. Research and develop planetarium capabilities for new interdisciplinary offerings geared at college-level students.

    SUPERVISION EXERCISED: Contractors, interns, and work-studies associated with Planetarium
    SUPERVISION RECEIVED: Reports to Director of McAuliffe Center

    Program Development & Implementation

    • Design, develop and execute daily activities in the planetarium for K-12 students and out-of-school time groups, through ongoing evaluation according to accepted classroom pedagogy.
    • Design, develop and co-instruct, in collaboration with faculty, new educational modules and revise all aspects of the activities and/or learning experiences offered through FSU Planetarium educational program, through ongoing evaluation according to accepted classroom pedagogy.
    • Design, develop and implement astronomy and climate education activities, for both K-12 and college students, in collaboration with McAuliffe Center team members to fully utilize the technical and educational potential of the FSU Planetarium.
    • Design, develop, and manage public programs and astronomy programs both in-person and via live streaming including: Design and prepare visuals; Develop and manage schedule of events
    • Develop new presentations, in collaboration with McAuliffe Center team members, to fully utilize the technical and educational potential of the FSU Planetarium
    • Manage undergraduate internship opportunities offered at the FSU Planetarium.
    • Produce content and multimedia materials in support of McAuliffe Center educational programs and development initiatives in collaboration with McAuliffe Center team members.
    • Develop, in collaboration with McAuliffe Center team members, and manage entertainment programming for the campus community that leverage the live stage setting and the versatile capabilities of the planetarium environment.
    • Collaborate with McAuliffe Center team members in the planning, design, and realization of a future large-scale capital improvement project.
    • Assist the McAuliffe Center Director in the submission of grant applications.

    Human, Physical and Financial Responsibilities

    • Manage the McAuliffe Center activities implemented through the FSU Planetarium including: select, hire, train, supervise, and evaluate part-time staff that facilitate education programs and operate planetarium equipment
    • Select, hire, train, supervise, and evaluate student interns that support the work of the planetarium and contribute to educational programs
    • Select and manage the computer systems of the FSU Planetarium, implement technical upgrades and implement new software packages
    • Act as the primary interface between the Planetarium and FSU Facilities and IT Services departments.
    • Work closely with McAuliffe Center Director in the development and management of McAuliffe Center budget in regards to program development and planetarium operations budget.
    • Accountable for ensuring that affirmative action, equal opportunity, and diversity are integrally tied to all actions and decisions in areas of responsibility.

    Community Building

    • Responsible for increasing FSU Planetarium and virtual astronomy program bookings.
    • Represent the McAuliffe Center at conferences for the international Planetarium community
    • Build and maintain effective communication tools with K-16 students, colleagues, teachers, community agencies and the public as required by the role.
    • Collaborate with McAuliffe Center team members to create and deliver a wide range of weekend and summer science programs for K-12 students and teachers.
    • Staff occasional evening and weekend events at the McAuliffe Center

    Occasional work on weekends and evenings; scheduling of work activities is based according to audiences needs.


    • Bachelor's degree.
    • Master's degree preferred or/and substitute work experience including certifications, research experience, and/or professional development.
    • Demonstrated commitment to a high standard of educational practice and scientific integrity.
    • Demonstrated ability to adapt to the needs of a diverse range of audiences representing a wide range of ages, backgrounds, and abilities
    • 3-5 years experience in the presentation of astronomy-related educational programming to K-16 students and public audiences of all ages
    • 3-5 years experience with integrated planetarium systems, OR with digital media production that demonstrates the candidate capacity to operate OR ability to learn to operate the FSU Planetarium including: Spitz SciDome XD or Digi-star; Networked computer systems; 5.1 channel audio systems; Automated lighting systems; Presentation software such as Starry Night Dome, Spitz ATM-4, Spitz Player, etc.
    • Ability to troubleshoot and resolve computer and mobile device issues
    • Demonstrated multimedia production skills, including experience with Adobe Photoshop, Illustrator, Lightroom, and Audition; Sony Vegas, Apple Final Cut Pro, or similar video editing tools; other tools as appropriate to task
    • Demonstrated strong commitment to collaborative work
    • Demonstrated confidence in working with open-ended problems
    • Demonstrated ability to work in a fast-paced environment
    • Demonstrated application of multidisciplinary and creative skills
    • Demonstrated willingness to participate in teaching, mentoring, research, or service activities that promote the growth of an equitable, diverse, and inclusive academic environment.

    Candidates who are bilingual in English and Spanish or English and Portuguese are strongly encouraged to apply.

    This is a full-time, exempt, benefits-eligible position in the Association of Professional Administrators (APA) bargaining unit with an official title of Staff Associate and functional title of Planetarium Manager. The salary range is $55,000-$60,000.

    It is the policy of Framingham State University that all employees be fully vaccinated against COVID-19, including booster if eligible before they begin employment. Proof of the COVID-19 vaccine is required of all individuals hired by FSU, to be verified after a verbal offer of employment has been accepted, and before employment begins. Prospective employees may submit a request for a medical or religious exemption to the COVID-19 vaccination requirement to Human Resources. Furthermore, FSU employees must wear a mask inside campus buildings.

    Framingham State University conducts criminal history and sexual offender record checks on recommended finalists prior to final employment for all positions.

    Framingham State University is an equal opportunity/affirmative action employer.

    Members of underrepresented groups, minorities, women, veterans, persons with disabilities, and all persons committed to diversity and inclusive excellence are strongly encouraged to apply.

    Candidates must apply online by submitting:

    • Cover Letter,
    • Resume/CV,
    • Equity and Inclusion Statement*,
    • Names and contact information for three (3) professional references.

    *The Equity and Inclusion Statement is an opportunity for candidates to discuss professional skills, experience and/or willingness to engage in activities that would enhance the university's efforts to promote a diverse, equitable, and inclusive community. Equity and inclusion statements will be considered as part of a transparent and comprehensive review of candidate application materials.

    Application Deadline: February 28, 2022, but applications will be reviewed as they are submitted. Apply now.

    Framingham State University only accepts application materials through our online application system. We are unable to accept application materials through mail, email, fax, or hand delivery. If you experience technical issues with the online application process, please submit a helpdesk ticket.

    Framingham State University understands that persons with specific disabilities may need assistance with the job application process and/or with the interview process. For confidential assistance, please contact the Human Resources Office at 508-626-4530 or humanresources@framingham.edu.

  • 7 Dec 2021 7:39 AM | Anonymous member (Administrator)



    Date Posted: November 18, 2021 Position Dates: March 21, 2022 - June 15, 2022

    Job Description: Part-time Faculty

    The Cambridge School of Weston seeks a part-time, experienced chemistry teacher in the Science Department. Responsibilities include teaching one upper-level chemistry class. A successful candidate will have strong interpersonal skills; will value progressive, student-centered education; will demonstrate an ability to make strong connections with students; will be passionate about teaching creative students with a variety of learning styles in a boarding and day school environment; and will have experience in differentiating and working in multiple modalities. Applicants should be well versed in culturally responsive teaching practices and be interested in further developing their cultural competencies and equity literacy skills. Applicants must also be interested and adept in teaching science through an anti-racist lens. In addition to these qualifications, our ideal candidate values collaboration among colleagues in our vibrant, art-infused school. A strong candidate will also add to the diversity of perspectives within the department.

    Specific Responsibilities for This Position Include:

    ● Teach one “Chemistry I” course in the Science Department comprising three teaching blocks spread across two, six-week modules. The first module of the course is a “double block” in which the class meets for two 90-minute blocks each day (for a total of 180 minutes a day). The second module of the course is a “single block” with the class meeting for just one, 90-minute block each day. The course is a lab-based elective that provides a broad foundation in chemistry, covering most of the topics traditionally taught in a full-year honors-level chemistry course.

    ● Plan, develop, and execute lessons that showcase innovation, creativity, and a passion for the art of teaching while also utilizing distinctive instructional approaches that best serve the students’ long-term interest.

    ● Utilize the lab safely and effectively to incorporate experimentation, observation, collaboration, and problem solving into the learning experience.

    ● Evaluate students' ability to meet course standards in scientific knowledge and skills. Document and communicate progress to students, advisors, and parents/guardians regarding academic progress in the course.

    ● Participate in weekly departmental meetings prepared to discuss student concerns, teaching pedagogy, professional development, and curriculum developments.

    ● Demonstrate a willingness and interest to learn and share new pedagogical techniques and develop specific curricular expertise. Read and stay abreast of current topics in science education and engage science teaching faculty in discussions on new perspectives.

    Skills and Qualifications:

    ● Undergraduate degree in science field required

    ● 3-5 years of experience providing instructions to students preferred

    ● A passion and desire to learn

    ● Innovative and lab-based approaches to delivering chemistry content

    ● Familiarity with project-based learning

    ● Strong interest in working with adolescents

    ● A desire to innovate within the science curriculum

    ● Ability to effectively collaborate with others

    ● Ability to communicate effectively with all staff and colleagues

    ● Strong interpersonal communication skills for interaction with students, staff, and parents

    Qualities of the “ideal candidate:”

    An ideal candidate will have a desire to teach adolescents, a passion for continued professional growth, a commitment to learning new things, an ability to incorporate diverse experiences into their teaching, and actionable experience eliminating barriers of equity and inclusion in educational settings. 

    Deadline for Application: Candidates should submit a cover letter, résumé, and at least three references to chemistryjobs@csw.org. No phone calls, please. We will accept applications until the position has been filled.

    School Description:

    A leader among America’s progressive independent schools, The Cambridge School of Weston (CSW) has been at the forefront of educational innovation since 1886. At this day and boarding high school located in Weston MA, creative, motivated students embrace challenging work and address complex questions — with curiosity and courage. Inspired by the diverse perspectives and high expectations of our justice-minded community, they find and develop what is extraordinary in themselves and in the world around them. CSW's mission is to provide a progressive education that emphasizes deep learning, meaningful relationships, and a dynamic program that inspires students to discover who they are and what their contribution is to their school, their community, and the world.

    The Cambridge School of Weston does not discriminate on the basis of race, color, religious creed, retaliation, national origin, ancestry, sexual orientation, gender, gender identity/expression, disability, mental illness, genetics, choice of health insurance, marital status, age, veteran status, or any other basis prohibited under applicable law.

    We are an equal opportunity employer and we encourage candidates who will increase our diversity to apply. 

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