Student Jobs & Internships
This listing of jobs, internships, and volunteer opportunities includes positions that are both on- and off-campus. Please read the position requirements carefully to determine location and whether they are open to undergraduate, graduate students, and/or alumni.
Students: While we routinely review postings, we cannot guarantee a position is still available. In addition, BU Wheelock does not perform background checks on any listing employers, and students are advised to be cautious when accepting off-campus positions. All hiring terms including compensation are to be arranged directly between the student and the employer.
Employers: To post an opportunity to this page, fill out the post submission form.
Boston University
On-Campus
Students: For additional on-campus job opportunities, visit Handshake and JobX Student Job Board.
Events & Conferences offers a variety of event and meeting spaces, hosting more than 100 events on campus in the summer months. Our offerings span from housing programs to social events, weddings, and academic conferences. E&C employs a dedicated student staff as Conference Coordinators, Conference Assistants, and Registration Coordinators to play an integral role in the planning and execution of these programs. Our staff ensures that external clients and event attendees receive quality service and enjoy a memorable experience during their visit to our campus. Expected Hours: Spring part-time and Summer full-time Anticipated pay: $15.50-$16/ hour (contingent on role) Contact: Boston University Events & Conferences, meet@bu.edu Application Link: https://www.bu.edu/meetatbu/about-us/employment/es-positions/ Remove by 5/22/2025. Event Services & Registration Positions (Multiple) - Events & Conferences
Off-Campus (Part-Time)
We seek a Nursery Attendant to: Requirements: Anticipated pay: $22/hr Contact: Rada Ruggles, rruggles19@gmail.com Application Link: https://docs.google.com/document/d/1cb8D4ZFeC75kmyNvtu6k5p5L0EZS7dhKeJaWOnY9Ghk/edit?usp=sharing Remove by 6/1/2025. The 2025–26 Entrepreneur Educator Fellowship is a paid, flexible teaching position ideal for students passionate about entrepreneurship, education, and social impact. Fellows will earn around $2400 while leading after-school and summer programs where middle schoolers design and sell their own products. Contact: Aryan Jain, team@designmy.net Application Link: https://designmy.net/pages/instructors Remove by 7/22/2025. Para role in inclusion Grade 2 classroom for the rest of the 24/25 school year. Many teachers at Blackstone are BU grads! Please reach out to Maya Rose mrose@bostonpublicschools.org Expected Hours: 7 Anticipated pay: 30/hr with Bachelors, 24/hr no degree Contact: Maya Rose, mrose@bostonpublicschools.org Remove by 5/13/2025. The Alliance believes student voice is critical in building high-quality Early College programming, and students should be at the center of deciding what is most important for their own learning. In this role, you will co-lead the Alliance’s Early College Policy Fellowship, a paid, 6-month Fellowship program designed to elevate student voices and build leadership, policy, and advocacy skills among Massachusetts students. Fellows are current college students with former Early College experience, and are viewed as key leaders in the movement to strengthen and expand Early College in the Commonwealth. Throughout the Fellowship, the Alliance and external partners provide training in the core skills of movement building: public and civic engagement, legislative advocacy, traditional and social media communications, and grassroots organizing. Expected Hours: 20 hours per week Anticipated pay: The compensation range for this role is $20 – $25 / hour. Compensation will be commensurate with candidates’ level of educational attainment, professional qualifications, and experience. Candidates will be responsible for working a full 20 hours per week, and will be paid biweekly on Fridays. Contact: Brissa Teodoro, brissa@ma4ec.org Interested and qualified applicants should send an email expressing interest and attaching a resume to brissa@ma4ec.org. Please note “Early College Policy Fellowship Co-Leader” in the subject line of your e-mail and submit your resume and a short explanation of your interest in the role. Applications will be viewed on a rolling basis. You can find additional information on the job posting here: https://drive.google.com/file/d/1qeyZzQlPdCkiDnK0TLNTlJFAk5vL1ETm/view?usp=sharing Remove by 5/23/2025. Rocha-Holliday Education Fellowship in Neurodiversity Expected Hours: 10-15 hours per week Anticipated pay: $3000 per semester Contact: Colleen Meaney, colleen@tremontschool.org Remove by 5/21/2025. At this time, we have a demand for tutors – especially for our professional students. We also sometimes need subs, which can lead to a teaching position with us. Expected Hours: Most students request tutoring at 3:30 each day. However, there can be requests for different times. Subbing is during a normal school day. Anticipated pay: Tutoring: $35.00/ hr. Contact: Sarah Jones, admissions@nese.edu Please send cover letter and resume to admissions@nese.edu Remove by 5/20/2025. Youth Programs Instructors provide exemplary leadership and foster a safe and inclusive environment for all youth programs participants. Instructors lead and facilitate climbing instruction, games and activities, across all youth programs and are expected to follow and uphold all BP rules and policies related to youth instruction and programs. Expected Hours: 15-35 hours per week Anticipated pay: $18.54, likely to go up Contact: Laura MacDonald, laura.macdonald@boulderingproject.com Application Link: https://jobs.lever.co/boulderingproject/166ec663-ecd7-44bf-8508-5e187ff8624c Remove by 5/12/25. Nursery Attendant - Brighton Allston Congregational Church
Entrepreneurship Educator Fellow- DesignMy
Grade 2 Para- Blackstone Elementary (South End, Boston)
Early College Policy Fellowship Co-Leader- Massachusetts Alliance for Early College
We are looking for candidates who are current undergraduate or graduate students and who bring a passion for educational equity, public policy, and/or community organizing. Ideal candidates enjoy working with, coaching, and mentoring young adults and are excited to support the professional development of college freshmen and sophomores who may be taking on their first professional role. As part of this role, you will also partner with experienced leaders and interact with a wide range of stakeholders, youth and advocates in the field.
This is a part-time, 20 hour per week role that runs from July 2025 – April 2026 (with the option to renew provided the role is a good fit and you will still be an undergraduate or graduate student throughout the 2026-27 Fellowship). The location for this position is flexible, with a preference for students who graduated from a Massachusetts high school. The role is a remote position, and includes optional in-person events. Director of Development- Tremont School
A 5th through 12th grade and post-grad progressive school community of neurotypical and neurodivergent students seeks graduate education students to learn and contribute in research-based human-sized conditions, where all students excel and thrive.
Receive
• First-hand experience in evidence-based school design; see what happens when systems are designed equitably to help all students belong and succeed
• An understanding of student ownership as the primary driver of assessment and achievement
• The opportunity to deconstruct labels by knowing students well
• Preparation to support young people in a variety of settings
Contribute
• Your passion for education and service to young people
• A commitment to making a positive difference for many previously marginalized students via coaching for academic success and personal development
• 10 to 15 hours a week of on-site support, in a flexible schedule, plus reading a focused set of scholarly texts to better serve students
Semester and Year-long Fellowships (2025-2026 school year): $3000 – $6000 stipend
Tremont School is an independent, research-based, non-profit school in Concord, MA, and is a program of the Collaborative Learning Project. For more information, contact Colleen L. Meaney, Program Director, at colleen@tremontschool.org.ESL Tutor/Teacher: Adults- The New England School of English (NESE)
Youth Programs Instructor- Boston Bouldering Project
Summer Program Facilitation and Instruction:
-Facilitate check-in, waivers, rental shoes, facility rules and orientation with Youth Program participants.
-Develop and execute lessons that contribute to and reflect the quality of BP’s youth programs.
-Instruct full day Youth Program sessions in collaboration with/under the guidance of the Programs Manager.
-Part-time and full-time options are available.
-Participate in individual and group coaching of scheduled groups.
-Provide excellent customer service to all families entering the Boston Bouldering Project facility.
-Maintain regular communication with Programs Managers regarding youth programming at BP.
-Communicate with youth participants and their families in a friendly and professional manner.
-Provide ongoing feedback to youth, their families, and Programs Managers regarding the needs and development of youth programs participants.
Compensation and Benefits:
-Gym memberships for you and a friend
-Gear and merchandise discounts in-store and at local retailers
-A work environment where community, respect, and balance are core
Wed After School Sitter in Belmont
We are looking for a regular sitter for my 6 yr old daughter and 12 yr old son on Wednesdays from school dismissal (1140 or 140 depending on the week) until around 530/6 PM in Belmont. My son is fairly independent and does not need a lot of supervision, just check ins and potentially some transportation to practices. We are looking for someone who is reliable, good at following directions, able to relate to kids and help with age appropriate activities, and maintains a safe environment.
The ideal candidate would also be able to help around the house, care for the dog, and do light cleaning and meal prep for kids. We are looking for someone from February to the end of school year and potentially longer.
Expected Hours: 6-7 hrs/wk
Anticipated pay: $30/hr
Contact: Amber Moore, mooreamb@gmail.com
Remove by 4/25/2025.
Off-Campus (Full-Time)
Open to undergraduates, graduates, and/or alumni, depending upon position requirements and qualifications.
Contact: Daniel Cosgrove, danielcosgrove@quincypublicschools.com Application Link: https://www.schoolspring.com/jobdetail?jobId=5093779 Remove by 7/16/2025. Expected Hours: Anticipated pay: This role is paid at the contracted hourly rate of $43.76. Contact: Daniel Cosgrove, danielcosgrove@quincypublicschools.com Application Link: https://www.schoolspring.com/jobdetail?jobId=5094058 Remove by 7/16/2025. Expected Hours: 35 Contact: Daniel Cosgrove, danielcosgrove@quincypublicschools.com Application Link: https://www.schoolspring.com/jobdetail?jobId=5094058 Remove by 7/16/2025. Expected Hours: 35 Contact: Daniel Cosgrove, danielcosgrove@quincypublicschools.com Application Link: https://www.schoolspring.com/jobdetail?jobId=5092886 Remove by 7/16/2025. We are seeking a dedicated Infant/Toddler Teacher to join our team. The ideal candidate will have a passion for educating young children and creating a nurturing learning environment. Expected Hours: 40 hours Anticipated pay: $23/hour Contact: Dr. Christine Nadjarian, cnadjarian@stmarys-brookline.org Remove by 8/1/2025. We are seeking a passionate and dedicated Preschool Teacher to join our team in a nurturing and stimulating environment. The ideal candidate will have experience working with young children and a strong understanding of early childhood education principles, as well as EEC Pre-K Lead Teacher certification. This role involves creating a safe, engaging, and educational atmosphere where children can thrive socially, emotionally, and academically. Expected Hours: 40 hours/week Anticipated pay: $44,000 – $48,000 Contact: Dr. Christine Nadjarian, cnadjarian@stmarys-brookline.org Remove by 8/1/2025. Teacher is responsible for providing high-quality care and early education to young children, their role is to foster a safe, nurturing, and stimulating environment that encourages social, emotional, cognitive, and physical development. Expected Hours: 40 hrs weekly Anticipated pay: EEC Certified Teachers $23 hr and Teacher Assistant $20 Contact: Dr Christine Nadjarian and Suzette Torres-Perrier, cnadjarian@stmarys-brookline.org Remove by 6/30/2025. Full time positions supporting High School age students with low/moderate disabilities across all areas of development. Expected Hours: 30 Contact: Daniel Cosgrove, danielcosgrove@quincypublicschools.com Application Link: https://www.schoolspring.com/jobdetail?jobId=4983198 Remove by 5/19/2025. Elementary Art teacher- Quincy Public Schools
2. Encourage creativity, self-expression, and critical thinking through art projects.
3. Implement and continually examine a curriculum that is culturally inclusive within a safe and supportive learning environment where all students feel valued.
4. Organize and display student artwork throughout the school.
5. Manage classroom behavior and maintain a safe, respectful learning environment.
6. Assess and document student progress and provide feedback.
7. Employ a variety of age and developmentally appropriate instructional methods and materials designed to meet and engage the needs of all learners.
8. Collaborate with other teachers and staff on school-wide and district-wide projects and events.
9. Maintain art supplies and materials and order replacements as needed.
10. Develop positive and respectful relationships with students and have the ability to spark a passion for learning and student growth.
11. Participate in professional growth opportunities.
12. Attend and participate in department and curriculum development meetings.QPS 1:1 Summer School Nurse- Quincy Public Schools
•Ride bus with student before and after school when needed
•Ensure student safety at all times
•Assess and treat illness, manage chronic disease
•Provide emergency care/assessment
•Implement plan of care per individualized health care plans or emergency plan for students requiring nursing services on IEPs and 504s
•Administer medications
•Perform treatments or nursing procedures
•Assist with ADLs and hygiene care
•Work collaboratively with the school nurse/nursing administration, school staff, and health care providers/consultants to ensure high quality of care
•Communicates and collaborates with parents regularly
•Follows district policies and procedures
•Maintains medical records and documents daily on student/s
•Provide support and referral resources for children and their families
•Any other responsibilities assigned by school nurse/nursing administration
REPORTS TO: Coordinator of Health Services
Applicants may apply by sending a resume and statement of interest to Daniel Cosgrove, Director of Human Resources, via email danielcosgrove@quincypublicschools.com. Please include “1:1 Summer School Nurse Application” in the subject line.High School Physical Education Educator- Quincy public Schools
2. Implement and continually examine a curriculum that is culturally inclusive within a safe and supportive learning environment where all students feel valued.
3. Use the Physical Education National Standards to serve as a guiding document for curriculum and instruction.
4. Promote healthy lifestyle habits, healthy relationships and health-literacy for all students.
5. Provide programs and services that develop essential attitudes, knowledge and skills for students to make healthy and informed decisions.
6. Employ a variety of age and developmentally appropriate instructional methods and materials designed to meet and engage the needs of all learners.
7. Develop positive and respectful relationships with students and have the ability to spark a passion for learning and student growth.
8. Organize program coordination with staff, parents/caregivers and community resources.
9. Participate in professional growth opportunities.
10. Attend and participate in department and curriculum development meetings.
11. Provide appropriate safety instruction and provide safety checks on equipment, gymnasium, and field areas to ensure the overall safety of students.2025-2026 ELL Department Head-QHS- Quincy Public Schools
●Observes and evaluates the EL teachers at Quincy High School.
●Organizes departmental meetings and oversees curriculum planning.
●Manages scheduling for department courses and resources to ensure smooth operation each quarter.
●Assists with student schedules through teacher recommendations and transition meetings between schools and students exiting the program.
●Strengthens relationships with families and creates opportunities for families to engage in the school community.
●Creates the ACCESS schedule and oversees the testing administration.
●Collaborates with building administrators and staff to provide necessary accommodations during MCAS testing.
●Maintains ELE files and monitors data for current and former English Learners.
Teaching Responsibilities:
●Provides English as a Second Language (ESL) instruction to students identified as English Learners.
●Prepares, conducts and delivers motivating and stimulating lessons that reflect knowledge of second language acquisition and students’ varying levels of English proficiency.
●Encourages an inclusive classroom that accepts the different perspectives and backgrounds of the students.
●Utilizes a variety of assessments and uses data in the classroom to monitor students’ progress and modify further instruction.
●Creates, implements, and monitors students on Student Success Plans.
Position Type:Full-time
Positions Available:1
Job Categories: Classroom Teacher > ELL / ESL / TESOLInfant/Toddler Teacher- St. Mary of the Assumption School
Duties
– Develop and implement lesson plans that align with the preschool curriculum
– Provide a safe and stimulating environment for children to learn and grow
– Conduct activities that promote social, emotional, cognitive, and physical development
– Communicate effectively with parents regarding their child’s progress
– Monitor and assess each child’s learning and development progress
– Maintain a clean and organized classroom conducive to learning
Prior experience in toddler care, early childhood education, or related field is preferred. Knowledge of childhood development principles and practices and certification in first aid is desirable. Please email resumes to cnadjarian@stmarys-brookline.edu and storresperrier@stmarys-brookline.org Pre-K Lead Teacher- St. Mary of the Assumption School
Duties
Develop and implement age-appropriate lesson plans that promote literacy education, math skills, and overall child development.
Foster a positive classroom environment through effective classroom management techniques.
Utilize behavior management strategies to guide children’s behavior and promote positive interactions.
Communicate effectively with students, parents, and staff to ensure a school-parent partnership for the benefit of each child’s learning experience.
Assess children’s progress and adapt teaching methods to meet individual needs.
Maintain a clean, organized classroom that is conducive to learning.
Collaborate with other teachers and colleagues.
Requirements
EEC Pre-K Lead Teacher Certification
Prior experience working with children in a preschool or private school setting is required.
Strong communication skills to effectively engage with students and their families.
Knowledge of early childhood education practices.
Experience in behavior management techniques to support positive child development.
A commitment to fostering a supportive learning environment for all students.
Please email resumes to cnadjarian@stmarys-brookline.org and menrique@stmarys-brookline.orgInfant/Toddler Teacher , Teacher Assistant and Teacher Float and Toddler Float- St Mary's of the Asumption Early Childhood Program
Key Responsibilities:
Classroom Management:
Create and maintain a clean, organized, and safe classroom environment.
Curriculum Planning and Implementation:
Develop age-appropriate lesson plans that promote learning and development.
Implement activities and projects that encourage exploration and learning in areas like language, motor skills, social skills, math, and science.
Use play-based learning methods and hands-on activities to engage children.
Child Development Monitoring:
Observe and assess children’s developmental progress.
Keep track of milestones and address any concerns with parents and supervisors.
Maintain records of each child’s development, including any behavioral or academic challenges.
Individual and Group Instruction:
Provide both individual and group learning opportunities.
Assist children with learning social skills and emotional regulation.
Offer guidance on conflict resolution and help children work cooperatively.
Communication with Parents and Staff:
Communicate regularly with parents about their child’s progress, behavior, and needs.
Participate in parent-teacher conferences and family meetings.
Work collaboratively with other educators, support staff, and supervisors to enhance the learning environment.
Health and Safety:
Supervise children at all times to ensure their safety and well-being.
Ensure that the classroom meets health and safety standards.
Administer first aid when necessary and follow safety protocols.
Professional Development:
Participate in ongoing professional development opportunities to stay up-to-date with early childhood education practices and regulatory requirements.
Stay informed on new educational tools, techniques, and technologies that can benefit children’s learning experiences.
Required Qualifications:
Education: Typically, a degree or certification in Early Childhood Education (ECE) or a related field.
Certifications: Depending on the region, EEC teachers may need to be certified by a local or national body. For example, they may need to complete First Aid and CPR certification.
Experience: Experience working with young children, either through internships, previous teaching roles, or volunteer work, is often required.Special Education Teacher-High School- Quincy Public Schools
Responsibilities Include:
Develop and implement academic lessons following Massachusetts Curriculum Frameworks and differentiate/modify those lessons according to students Individualized Education Plans
Create and implement modified and differentiated lessons based on the individual needs of students
Utilize instructional methods and materials that are most appropriate for meeting stated objectives including planning for individual, small, and/or whole group activities
Implement behavior plans and other intervention strategies
Collaborate with appropriate staff and/or parents to develop an Individualized Education Program (IEP)
Conduct developmental or educational evaluations and observations; write and present reports for team consideration
Conduct or supervise data collection, summarize results for student records and prepare written progress reports
Ensure required paperwork is completed and submitted according to their designated timeline
Assign tasks to support staff and review their daily work with students
Communicate student progress to parent/guardians and serve as a liaison between parents and the school
Collaborate and communicate with other professionals including building administrators, related service providers, Special Education Director and consultants, to develop approaches that benefit each student to assure that making effective progress
Provide assistance for students transitioning to adult services where appropriate
Preferred Skills:
Strong communication skills
Knowledge of curriculum modification and assistive technology, augmentative communication and behavioral supports
Experience with behavior management/de-escalation strategies
Possesses a strong belief that all students can learn and be successful in school
Demonstrates a mindset that focuses on assets & growth, as opposed to deficits
Ability to demonstrate competence in social emotional learning techniques
Willingness to try various approaches, depending on student needs
Ability to collaborate and communicate effectively with other special education staff and other colleagues in a professional manner
Excellent organizational and time management skills
Utilize data and reflection to plan for supports and interventions
Ability to seek resources and solutions to effectively solve problems
Minimum Requirements:
DESE Licensure Teacher of Students with Moderate Disabilities 5-12
SEI Endorsement
Reports to:
Building principal and Special Education Team Administrator
Director of Special Education & Special Education Coordinator
Quincy Public Schools strives to create an inclusive and racially affirming environment that welcomes and values the diversity of our staff and students. We foster fairness, equity, and inclusion to create a workplace environment where everyone is treated with respect and dignity. Join the team and be part of a dynamic multicultural community. Thank you for your interest in joining our professional team.
Quincy Public Schools does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, national origin, or handicap, in its educational activities or employment practice as required by Title IX of the 1972 Federal Education Amendments, by Section 504 of the 1973 Rehabilitation Act and by Chapter 622 of the General Laws of the Commonwealth of Massachusetts.
Substitute Teachers - Quincy Public Schools
Substitute Teacher coverage at all grade levels on an as-needed basis.
Expected Hours: 30 per week
Contact: Daniel Cosgrove, danielcosgrove@quincypublicschools.com
Application Link: https://www.quincypublicschools.com/our_district/human_resources_department/current_employment_opportunities
Remove by 5/19/2025.
Hands of Hope AmeriCorps Program- Casa de Esperanza de los Ninos
Hands of Hope AmeriCorps Members provide direct child-care and supervision to children in foster care placement that reside in the assigned household members are placed to serve in the Casa de Esperanza Neighborhood during a 12-month service year program. Hands of Hope AmeriCorps Members leave our program with knowledge and experience that they can apply to the complex social problems faced by children and families in the child welfare system to achieve innovative solutions.
EDUCATION: High School Diploma or GED (minimum)
QUALIFICATIONS:
• Minimum age of 21 years old
• Fluent in written and spoken English
• Completed Application and References
• Cleared Background Check
• Valid driver’s license (held for at least two years) is required to transport children and operate agency owned vehicles. Applicants without a driver’s license or those who have not been licensed for at least two years will not be permitted to transport children or operate agency vehicles
• Cleared pre-placement drug screen. Clear random drug screens for duration of placement
• Completion of TB Screening
• Annual vaccination for Influenza
KNOWLEDGE, SKILLS, AND ABILITIES:
• Empathy for the needs of children in care
• Desire to serve the children in care
• Ability to prioritize the needs of the children
• Sound judgement and decision making
• Excellent work ethic
• Ability to establish and maintain positive relationships with others
• Flexibility
• Patience
• Strong communication skills
• Emotional regulation in high stress and high emotion situations
ROLES AND RESPONSIBILITIES:
• Provides care to assigned infants, toddlers, and young children that reside in the foster home the member serves in
• Maintain the assigned household and vehicle
• Transports children to and participates in children’s medical, dental, and therapy appointments
• Completes required state documentation for the children’s service activities
• Maintains all standards of care and documentation with Casa de Esperanza’s policies and Residential Child Care Licensing Guidelines
• Builds community within the Casa de Esperanza Neighborhood
• Participates as a team member in the care of the children in the home the member is assigned to serve in
• Contributes to the mission of Casa de Esperanza
LIVING ARRANGEMENTS:
AmeriCorps Members live with other AmeriCorps Members in one of Casa de Esperanza’s residences and are expected to abide by all policies and residential guidelines.
Anticipated pay: $23,800 annual living allowance; Segal Education Award equal to the year’s maximum Pell Grant
Contact: Darean Talmadge, dtalmadge@casahope.org
Application Link: https://forms.office.com/pages/responsepage.aspx?id=Ow7GksVjmkqx46GTCb5tKzF9CXMdlnNCn-gRDC50eT1UM0pSMzA0SEVETFZOUVNMVEJBTkVEMEVOVy4u&route=shorturl
Remove by 5/18/2025
Director of Admissions and Recruitment- Nativity Preparatory School of Boston
The Nativity Teaching Fellowship Program is open to recent college graduates who desire to impact our students’ education and development positively.
Responsibilities:
Two-year service commitment to Nativity Prep
Live in community with other fellows at Burton House
Assist Lead Teachers with at least two classes; Second-year Fellows may take on more teaching responsibilities at the discretion of the Principal
Serve as an advisor to 3-4 students
Supervise school-day activities and fulfill daily duty obligations
Coach or supervise afternoon activities from 3-5 p.m. (Monday, Tuesday, Thursday) and dinner until 6 p.m. once a week
Coordinate other school programs as assigned by the Principal (athletic director, tutor coordinator, community service coordinator)
Teach, coach, and supervise students at the Nativity Prep Summer Program during the month of July
Compensation:
Room and board at Burton House Faculty Residence (in Jamaica Plain)
Medical Insurance
Stipend: Year 1 – $1200/month, Year 2 – $1400/month stipend
AmeriCorps Education Award Voucher (≈$6500)
Access to school-owned vehicles for local transportation
Opportunity to enroll tuition-free in a master’s degree program at the Boston College Lynch School of Education
Expected Hours: 40ish
Anticipated pay: Year 1: $1200 Year 2: $1400
Contact: Luc Benjamin, lbenjamin@nativityboston.org
Application Link: https://www.nativityboston.org/teaching-fellowship/
Please fill out the questionnaire on our website, then send out your resume to lbenjamin@nativityboston.org. Feel free to reach out if you have any questions or want to talk specifics about this program.
Remove by 4/30/2025.
Volunteer
Future Leaders Program Expected Hours: Session 3 (March 27, 2025) Session 6 (April 8, 2025) Session 11 (May 1, 2025) Anticipated pay: No compensation Contact: Carolina Diaz, cdiazsanfrancisco@mgh.harvard.edu Application Link: https://sites.bu.edu/futureleaders/ Remove by 5/1/2025. Volunteer Teacher – Embu Kenya Expected Hours: flexible during summer 2025 Anticipated pay: unpaid, but room and board provided for a small fee Contact: Megina Baker, mbaker3@bostonpublicschools.org Application Link: https://drive.google.com/file/d/1hGi9ucDQoBr1UbF-3_RpBJ7xuKegfo2M/view?usp=sharing Remove by 6/1/2025. Future Leaders Program Volunteer - METCO The Metropolitan Council for Educational Opportunity
The Future Leaders Program: Leadership, Engagement, and Youth Activism Program with Mindfulness (LEAP) is an after-school (14-session) program designed for high school students, and coordinated by Massachusetts General Hospital, Boston University, the Metropolitan Council for Educational Opportunity (METCO), and the University of Illinois, Chicago, and funded by the National Center for Complementary and Integrative Health.
LEAP is focused on leadership and civic action. High school students in this program work together to identify injustices and to take steps to make community change. This program also involves mindfulness activities, which include focusing on awareness of how people think and feel in the present moment.
LEAP will take place on Tuesdays and Thursdays from 5 to 7 pm at METCO starting on March 18 through May 8
Our curriculum includes adult volunteers in Sessions 3, 6, and 11, and ideally, the End-of Program celebration if available.
Adult volunteers are people of diverse backgrounds and abilities from the community interested in supporting the youth in their work, and who can help support the activities that youth decide to focus on. Adult volunteers are interested in hearing from the youths’ perspectives about their community and want to understand how they can support youth in the work they are doing in the program. They are mainly here to listen and observe, but the youth are welcome to talk with them throughout the session. The adult volunteers will be another resource for the youth in the program.
The adult volunteers will come to some of the 12 sessions in Boston: Session 3 (March 27, 2025) Session 6 (April 8, 2025) Session 11Session 3 (March 27, 2025) Session 6 (April 8, 2025) Session 11 (May 1, 2025)
Session 3: Introduction – Picking a Community Challenge and Vision Brainstorming
Facilitators will introduce the adult volunteers to the group – ask each person to say their name, their connection with the community (ex., resident, organization leader, teacher, etc.), and why they are interested in supporting the youth in their work. Facilitators will let the youth know that the adult volunteers are preset because they want to hear the youths’ perspectives about their community and want to understand how they can support youth in the work that they are doing in the program. They are mainly present to listen and observe, but the youth are welcome to talk with them throughout the session! The adult volunteers will be another resource for the youth in the program.
Session 6: Interviews – Interview Preparation
In this session, the youth will focus on preparing for the interview with community stakeholders by reviewing the interview questions that facilitators compiled into an interview guide, using role play to test the interview questions, and practicing the interview with the adult volunteers. The adult volunteers can provide constructive feedback to the youth. The youth can interact with the adult volunteers, which can help build their confidence in doing the interviews.
Session 11: Action – Action Planning and Discussing Sustainability
The facilitators will remind the youth of the resources available to them: Let the youth know that even though the program is ending soon, the youth can use the resources that the adult volunteers share with them. If youth ask about future contact with facilitators, facilitators can let them know that they cannot share any personal contact information; however, the facilitators will share the resources that the adult volunteers provide.
The adult volunteers will participate in the Continuing Civic Engagement and Leadership (20 minutes). During this activity, youth will break up into small groups (maximum 5 groups)
which will each be facilitated by an adult volunteer. This activity includes two parts: 1) small group discussions with adult volunteers and 2) large group check-in with facilitators.
Part 1 – Small Group Discussions with Adult Volunteers (20 minutes): Facilitators can give adult volunteers a list of the questions for the discussion: 1. What type of commitment can you make once the program ends in terms of continuing to work on the [action] or being engaged in the community more generally? 2. Who else do you think should get involved? 3. How can we help you in this process after the program ends? 4. Are there additional meetings that you would like to have in small groups after the program ends to follow up on the [action]?Volunteer Teacher - Embu Kenya
Summer
Open to undergraduates, graduates, and/or alumni, depending upon position requirements and qualifications.
The NODA Intern will support, advocate for, and embody the mission, goals, and values of the Tatkon Center for New Students, Campus and Community Engagement, and Student and As a member of the Tatkon Center for New Students team, the intern will also contribute to Success Factors Contact: Alyssa Talvi, at955@cornell.edu Remove by 7/22/2025. The Institute of Reading Development is now hiring summer teachers to lead our summer reading enrichment programs, designed to foster a love of reading while building critical reading skills in students of all ages. Expected Hours: 10 weeks of teaching. Full-time and part-time positions available. All schedules include teaching on both weekend days Anticipated pay: Earn up to $700 per week Contact: Zoe Collins, zoe_collins@readingprograms.org Application Link: https://instituteofreadingdevelopmentteachingjobs.com/?utm_source=email&utm_medium=email&utm_campaign=Wheelock_College-Early_Childhood_Education Remove by 6/19/2025. Group Leaders are responsible for supervising a group of 4-7 participants while at camp, and for leading them in a variety of outdoor and indoor age-appropriate activities. Group Leaders are responsible for applying social support and behavior management techniques to help campers achieve individual and group goals; guiding their campers to participate in groups led by other professionals (ex. music specialist, art specialist, etc.); and for supporting and mentoring the Assistant Group Leader assigned to work with them. Group Leaders must have a desire to help neurodivergent children develop their social skills, self-esteem, and self-worth while helping them succeed and have fun. Expected Hours: Monday to Friday, 8am to 4pm Anticipated pay: Starting at $18 hourly Contact: Taylor Levesque, tnlevesque@mgh.harvard.edu Application Link: https://massgeneralbrigham.wd1.myworkdayjobs.com/MGBExternal?q=aspire Remove by 5/19/2025. Working as a Camp Counselor for youth with profiles such as ASD, ADHD, ADD, NVLD, among others, you’ll live and work with the campers! Expected Hours: 6 days per week, with daily time off. Anticipated pay: Range between $2,100 – $2,600 with additional travel stipend Contact: Erin Stewart, erin@campakeela.com Application Link: https://campakeela.com/staff-apply-now/ Remove by 5/15/2001. Graduate Summer Intern- Cornell University
Campus Life. The intern will work closely with professional staff to develop and implement orientation programming, assist the Assistant Director in coordinating orientation programs and summer communication with new students and the Orientation Team, and support the Program Administrator by responding to student and supporter inquiries, managing emails, and connecting new students with resources at Cornell.
major initiatives prioritized by the office. This full-time position requires flexibility with work
hours, including occasional nights and weekends, and runs from May 21 through August 27,
with flexibility for the final date in August.
• Demonstrated ability of working to support a diverse group of new and current students.
• Strong communication skills to articulate the importance and value of orientation and the
first-year experience.
• Experience working effectively with student employees, volunteers, and peers.
• Ability to multitask and collaborate as part of a small, dynamic team.
• Exceptional attention to detail and organizational skills to manage the operations of a busy,
student-facing university office.
• Exercises sound judgment in both in-person and electronic communications, often
engaging with diverse constituencies.
• Strong problem-solving skills and the ability to apply creativity when addressing
challenges and seeking solutions.
• Critical thinking skills and the willingness to challenge the status quo when appropriate.
• A growth mindset with a desire to learn from mistakes, peers, and both new and current
students.
• Confidence in seeking support and guidance from supervisors and peers when needed.
REQUIRED QUALIFICATIONS: Specify required minimum equivalency for education,
experience, skills, information systems knowledge, etc.
• Current enrollment in master’s program studying student affairs administration, college
personnel, higher education, or other related programs.
• Bachelor’s Degree and/or 3+ years of relevant work experience.
• Demonstrated ability to assume responsibility for and take leadership in performing
multiple, concurrent projects and meeting tight deadlines in a fast-paced, ever-changing
environment.
• Excellent communication skills, written and nonverbal and experience with a variety of
communication platforms/programs such as: Campus Groups, Zoom, social media
platforms, and Qualtrics.
PREFERRED QUALIFICATIONS: Specify preferred specialized education, field and/or
certifications.
• Demonstrated success in event programming and planning.
• Experience advising/supervising undergraduate students.
• Marketing and communications experience, especially in a college or student setting.
• Familiarity with transition/needs of new students, and interest in working with college-age
populations.Summer Teaching Jobs - The Institute of Reading Development
Our approach combines evidence-based practices with engaging activities that make reading fun and meaningful for students. This framework simplifies your role as a teacher, so you can focus on what matters most-helping students thrive.
This is a great opportunity to do challenging and meaningful work in a supportive environment. Teaching experience is valuable but not necessary, and we do not require teaching certification. We provide comprehensive lesson plans and training so that you will be fully prepared before your first class. You’ll receive ongoing support from a dedicated supervisor.
We welcome your application, whether you are an upcoming or recent college grad, a graduate student, a current teacher, or looking to make a career switch into education.
Our Teachers:
Work with students in both online and in-person classrooms.
Earn up to $700 per week.
Receive comprehensive paid training and ongoing support.
Gain up to 200 hours of experience teaching their own classes to students from 4-year-olds to adults.
Teaching Schedule Details and Commitment:
10 weeks of teaching.
Full-time and part-time positions available. All schedules include teaching on both weekend days.
Entry-level position, with opportunities for continued employment with the Institute after the summer.
Training:
We have two training programs:
A 3-week full-time program, Monday-Friday in the weeks immediately preceding teaching.
A part-time independent study program designed for current full-time teachers.
Successful Institute Teachers:
Have strong reading skills and read fiction for pleasure.
Are responsible and hard-working, with strong communication and organizational skills.
Are comfortable and confident with technology.
Have a bachelor’s degree or higher.
Are active, patient, and supportive with students and parents.
We look forward to reading your application soon. Therapeutic Summer Camp Counselors- MGH Aspire
Summer Camp Internship with Neurodivergent Population- Camp Akeela
Summer Teacher- Institute of Reading Development
We are now hiring summer teachers to lead our summer reading enrichment programs, designed to foster a love of reading while building critical reading skills in students of all ages. This is a great opportunity to do challenging and meaningful work in a supportive environment. Teaching experience is valuable but not necessary, and we do not require teaching certification. We provide comprehensive lesson plans and training so that you will be fully prepared before your first class. You’ll receive ongoing support from a dedicated supervisor.
Expected Hours: Full-time and part-time positions available. All schedules include teaching on both weekend days.
Anticipated pay: Earn up to $700 per week
Contact: Sarah Paulus, spaulus@readingprograms.org
Application Link: https://instituteofreadingdevelopmentteachingjobs.com/
Remove by 5/1/2025.