USA - MA - Boston, Position Description HMS MEDscience's mission is to address the inspiration gap in STEM education by providing students with opportunities to enhance the necessary 21st Century skills for success in their academic and future careers. Our vision is that all students, regardless of background, education, or zip code, should have equal opportunities in education and the sciences. Our program immerses students in realistic and dynamic simulated medical emergencies that promote teamwork and problem-solving skills. HMS MEDscience engages over 2,700 high school students (including over 900 Boston Public School students) through school-year and summer programs. 65% of the students who engage in school-year programming identify themselves as being part of a racial/ethnic group that is underrepresented in medicine. The MEDscience Assistant Teacher role is an entry-level position for an individual who is interested in learning how to teach and eager to get involved with the many projects vital to the growth of an educational non-profit organization. In this role, the teacher will be trained to teach in our experiential learning style under the mentorship of a veteran teacher, will co-teach classes, and will have various administrative and technical responsibilities to support the maintenance and growth of the organization. This individual must be a team player who likes working in a fast-paced, dynamic, and highly interactive environment and who is looking for a challenging opportunity to learn and grow with support. Our medical simulations require teachers to take on the roles of instructor, attending physician, patient, and/or counselor to students as they diagnose patients. The clinical skills in the MEDscience curriculum requires teachers to be able to work with a variety of medical simulation equipment and communicate proper technique to students. Additionally, the teacher must be able to create a welcoming space for students with varying educational needs. Basic Qualifications College Background with 1-2+ years of related work/internship experience. Education beyond high school may count toward experience. Additional Qualifications and Skills Bachelor's Degree preferred. A qualified candidate would have a strong foundation of knowledge in biology, human anatomy & physiology, and basic medical terminology as well as some experience in a wet laboratory. Helpful to have experience in or be open to training on the following lab techniques: ELISA, PCR, gel electrophoresis. Excellent verbal and written communication skills with exceptional attention to details. Social media/marketing experience and/or interest in research or administration desirable. Proven interpersonal skills. Must be flexible and have strong project management skills to effectively handle multiple priorities in a fast-paced environment with competing deadlines. Additional Information This is a one-year term position from the date of hire, with the possibility of extension, contingent upon work performance and continued funding to support the position. The health of our workforce is a priority for Harvard University. With that in mind, we strongly encourage all employees to be up-to-date on CDC-recommended vaccines. Please note that we are currently conducting a majority of interviews and onboarding remotely and virtually. We appreciate your understanding. The Harvard Medical School is not able to provide visa sponsorship for this position. Not ready to apply? Join our talent community to keep in touch and learn about future opportunities! (https://www.gem.com ?formID=16341e35-cbc6-4904-88a3-09b35763307e) Benefits We invite you to visit Harvard's Total Rewards website (

New York, NY, The School at Columbia University is an independent K-8 school founded in 2003 with the goal of providing an excellent education to a diverse student body. Our intentional school culture embraces shared beliefs across disciplines and grades, which underlie important values expressed through everyday behaviors and visible symbols throughout our community. We dedicate ourselves to fostering in our students personal resourcefulness and integrity, a sense of social responsibility, and a lifelong appreciation of learning through an innovative, socially and emotionally supportive, and academically challenging program. Our pedagogical and curricular philosophies embrace multicultural perspectives, which challenge educators and learners to examine their preconceived notions of race, gender, ethnicity, class, ability, religion, and sexual orientation. We adhere to a common code of civility among all constituents. We tailor our instruction so that the needs of the individual students are met. A committed faculty and administration strive to create a school that will stand as a model for what K-8 education can be, and serve as a genuine and enduring partnership between Columbia University and its neighbors. The School at Columbia has 3 divisions, primary (K-2); intermediate (3-5); middle (6-8).  Responsibilities: The K-4 Math Liaison/Teacher Support will: 80% Continually develop differentiated mathematics curriculum based on a constructivist approach Design formative and summative assessment tools to be used to inform instruction Facilitate grade-level meetings with teachers in order to co-create units of study connected with the K-4 scope and sequence and conceptual framework of The School's curriculum Support teachers with curriculum development and planning for the K-4 scope and sequence and conceptual framework of The School's curriculum Facilitate individual teacher meetings to support specific goals set for both the teacher and individual students Assist K-4 math teachers in identifying professional development opportunities in order to meet professional goals Model lessons and provide learning opportunities for teachers to observe best practices in both content and pedagogy Collaborate with learning specialists to support teachers in meeting the needs of specific students with varying learning styles and abilities Communicate to families The School's philosophy of teaching mathematics and continue to foster a strong home-school connection Keep current with new developments in the mathematics field and act as a resource to The School community Fulfill the duties, responsibilities, and commitments as outlined in the Working at The School at Columbia Guidebook Demonstrate commitment to equity and justice including knowledge and skills related to cultural competencies 20% Work in concert with lead Math teachers to differentiate and support Tier 1 intervention (small-group and station) within K-4 classrooms Minimum Degree Requirement: Bachelor's Degree Minimum Qualifications: B.A./B.S degree or an equivalent degree or educational qualification from an accredited college or university in mathematics education, mathematics, elementary education or other related field Evidence of expertise in contemporary pedagogy related to math content and process acquisition Deep understanding of and experience with math UbD, differentiation, and intervention practices and implementation At least 3 years of full-time teaching experience in K-8 public or independent schools At least 3 years of experience as a coach, supervisor, consultant, or specialist in math Expertise and interest in working with the latest technologies Strong communication abilities including speaking and writing Deep appreciation for and knowledge of culturally competent teaching and learning strategies  Preferred Qualifications: Fluency in Spanish Columbia University is an Equal Opportunity Employer / Disability / Veteran Pay Transparency Disclosure The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training.  The above hiring range represents the University's good faith and reasonable estimate of the range of possible compensation at the time of posting.

Weston, Massachusetts, Summary The Teacher Aide/Floater will support the classroom teachers by providing assistance with general classroom maintenance, preparing for daily activities, and assistance in the supervision of students. The Teacher Aide/Floater will be under the general supervision of the Children’s Center Director.   Functions: Provide classroom coverage for teachers’ breaks, meetings, vacation, and medical leave. Assist in the completion of various Center tasks and projects including but not limited to daily classroom set up and end-of-day clean up, maintaining supplies and the art room closet, and organizing playground toys. Follow regulations, procedures, and policies under which the Center operates including emergency procedures and implementation; ensure child safety in the classroom and outside the classroom setting. Utilize a variety of positive discipline approaches such as: limit setting, anticipating challenges, distraction, arrangement of environment, and renewal time using a responsive teaching approach. Provide opportunities for children to develop self-esteem, confidence and independence. Acknowledge each child at his/her own developmental level and create a classroom environment that respects and builds on this level taking into account each child’s unique personality and cultural background. Maintain confidentiality in regards to children and families. Discuss and report pertinent issues and/or concerns with immediate supervisor. A list of required reporting will be reviewed annually and kept on file. Participate as a member of a professional team to solve problems and share ideas. Attend and participate in staff meetings as specified by the Director.   Other Responsibilities: Participate in relevant professional development workshops. Develop and maintain positive professional relationships with teachers, children and parents. Perform other related duties as required.   Requirements: Requires knowledge of childhood development and early childhood education through one to three years of related experience, or equivalent combination of education and experience. Ability to uphold the College’s commitment to inclusive excellence in a diverse educational community. Experience working with toddler - preschool aged children in a developmentally appropriate setting. Ability to communicate effectively both verbally and in writing. Ability to maintain confidentiality of sensitive information. Ability to care for children in a positive and professional manner.   Working Conditions/Physical Demands: Normal classroom environment, not subject to extremes in temperature, noise, odors, etc. Hours subject to change based on Children’s Center coverage needs. Regular lifting of children, bending, running, and climbing. Regular pushing of a six child passenger buggy.     The above statements are intended to describe the general nature and level of work being performed by people assigned to do this job. The above is not intended to be an exhaustive list of all responsibilities and duties required.     Protecting the Regis Community All faculty, staff, and students who live, learn, and work on Regis College’s Weston MA campus are strongly encouraged to be vaccinated for COVID-19. COVID-19 immunization is required for faculty, staff, and students who learn and work in the Regis College Dental Center and Autism Center, consistent with federal mandates. For further information, please review Regis College’s  health and safety protocols .   External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act, must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case-by-case basis.   In employment, as in education, Regis College is committed to equal opportunity and affirmative action. Regis does not discriminate on the basis of race, color, age, religion, creed, sex, gender identity or expression, sexual orientation, ethnic or national origin, ancestry, citizenship, marital or parental status, physical or mental disability, genetic information, pregnancy, veteran’s status, membership in uniformed services or any other protected status.

In October of this year, I was informed that TAGT would no longer be supporting gtchat. Our final chat with TAGTs support was December 21st. I’d like to express my gratitude to TXGifted for their support over the past 12 years. In 2024, #gtchat will chart a new course. (See joint statement below.) I would Continue reading A Look Back and a LookAhead