Tag Archives: teaching

Teaching Opportunities in Handshake for Seniors

There are some compelling Fellowship teaching opportunities listed on Handshake that might be of interest to students interested in teaching in urban settings. Here are a few links to opportunities with upcoming application deadlines:

#1039546 AmeriCorps Urban Education Fellowship at Phoenix Charter Academy

The Phoenix Academy Network currently operates three high schools in Massachusetts – one in Chelsea, one in Lawrence and one in Springfield – with plans to open additional schools in the coming years. The Phoenix Network is at the forefront of education, particularly alternative education, in Massachusetts.

#268486 Teaching Fellows Program at Grace Academy Hartford

Grace Academy is a tuition-free middle school serving underprivileged girls in Hartford. The all-girls’ school is part of the 70 school NativityMiguel Network which has a track record of success in inner city areas across the states. Grace Academy opened in 2010 and serves girls grade five through eight. We remain intentionally small with just 15 students per grade. Grace Academy allows girls to: excel academically; develop a sense of personal responsibility and character; and be the agents of transformation in their families, community and society.

The Fellows Program…
Individuals, who are interested in social justice and have a passion for working with adolescents, are hired as resident interns and receive training and support through our Teacher Fellows Program. Fellows play an integral part in the life of our school, work as full-time teachers and coaches, and receive teacher training and support.

#1048285 2-Year Teaching Fellowship at Crane Country Day School

Applicants to Crane’s Center for Experiential Education are a diverse group of open-minded, confident, passionate individuals who find themselves at a pivotal moment in their professional lives. They care deeply about children, they are excited about schools and learning, they are both reflective and imaginative, and they are serious about becoming teachers.

All applicants need to be college graduates who have some beginning experience working with children. Previous coursework in the field of education is not necessary. This is a residential program and our teaching fellows will live in a beautiful furnished home adjacent to the Crane campus. This is a two-year, full-time, salaried program.

#822229 Math/Science Resident Teacher (Fellowship: M.Ed & Certificate) at Temple Teacher Residency

Passionate about math, science, or engineering? Want to improve the lives of Philadelphia’s youth? Temple Teacher Residency (TTR) is an innovative program devoted to improving STEM education in Philadelphia.  TTR is looking for strong math, science, and engineering majors and minors (or alumni) who are passionate about inspiring Philadelphia’s middle grades students. We will provide you the experience you need to become a leader in the classroom.

Fellows (“Residents”) spend the year learning from a mentor teacher in a Philadelphia classroom while taking classes at Temple, earning a master’s degree in education, PA middle grades teaching certification, and up to $20,000 in tuition and living support.

Come Learn About Different Teaching Opportunities: October/November Events

There are enough events on the calendar and employers coming to campus  that we could almost declare October to be Careers in Teaching month, but because some of these events will actually happen in early November and continue through till spring, that would be misleading! Please join our upcoming guest on campus, mostly private school placement & coaching firms and also a neat alumni panel facilitated through the Education Studies department. Mark your calendars and sign up for jobs posted on Handshake.

Information Session: Carney, Sandoe & Associates

Career Services Library Adirondack House 

October 17, 2017 at 7:00 pm EDT

 Carney, Sandoe & Associates is an educational recruitment firm that places teachers and administrators in private, independent and like-kind (charter, magnet, pilot and merit) schools across the nation.

Information Session: Search Associates: 

Career Services Library Adirondack House 

October 18, 2017 at 7:00 pm EDT

**Information session to present opportunities for a paid academic year teaching in international schools worldwide. This is an opportunity that is new to Middlebury students and in an incredible launching pad for those of you interested in teaching abroad, but not necessarily teaching just English language skills but in a subject of your choice.

INTERVIEWS: Teaching Intern in International English-language K-12 Schools worldwide

ADK Interview Room 106

October 19, 2017 from 9:00-5:00 pm EDT

There are 15 minute interviews scheduled with the internship coordinator, Diana Kerry. Sign up for interviews on Handshake here: https://middlebury.joinhandshake.com/jobs/1034779/share_preview.

 

 “Midd Alums Talk About Teaching” Alumni Panel

Education Studies Department Twilight Auditorium 101

October 26, 2017 at 7:30 pm EDT

Alumni Panel explores the challenges and rewards of the education field.

 

Navigating Your Job Search in Independent Schools with Educators Ally

Career Services Library Adirondack House 

October 30, 2017 at 6:00 pm EDT

 Thinking about pursuing jobs in independent schools including teaching, coaching, admissions, or development? Please join the Educator’s Ally Team for guidance and counsel on “Navigating Your Job Search in Independent Schools” and learn how to best position yourself for a successful job search.

 

John King, Director PLAN A HEAD, LLC Independent School Counsel & Placement

Career Services Library Adirondack House 

November 1, 2017 at 5:30 pm EDT

 A Life and Career as an Independent School Teacher, Coach, or Administrator: The joys and challenges of working with young people in an independent school community. What does it take? Is it for you? Longtime School Heads will share their perspective and advice on what it takes to be an inspirational teacher.

Seniors: Work for an Outdoor Educational Semester Program @ High Mountain Institute

High Mountain Institute – Info Session Come join The High Mountain Institute TODAY, Wednesday, Dec. 2nd, 7-8:00 p.m. in MBH219. HMI is an outdoor-oriented educational non-profit located in Leadville, CO. HMI’s Apprentice Program offers college graduates the unique opportunity to explore

Interested in sustainability and education?

There’s a winter term internship for that.

The Teton Science Schools are offering two internship opportunities to work with sustainability and education in Kelly, Wyoming over J-Term. Yes, really.

As an intern, you will have the chance to work on the school’s sustainability audit (STARS) and the development of a Sustainability Report, describing the outcomes of the audit and the school’s efforts towards sustainability. As part of this program, you will have the option to take a Winter Ecology Course (3-9 days) and work on the development of sustainability curriculum within the Field Education Program, including exploring pedagogy and field teaching, depending on your interests.

Interested? Of course you are. Head to MOJO today to apply!

In Their Own Words: Alice Oshima ’15

“In Their Own Words” is an ongoing series featuring the experiences of Middlebury students at their summer internships. This summer Alice Oshima ‘15 interned with the Harlem Community Justice Center in New York City.

What did you do?

This summer, I interned with the Harlem Community Justice Center, which is part of the umbrella organization the Center for Court Innovation. Inside the Harlem Community Justice Center, there is a housing court, a family court, a re-entry court, and a youth court. The housing, family, and re-entry courts operate as legitimate New York State courts, but with a specific focus on restorative justice. The youth court on the other hand, which is the program I was working with, works outside the court system and relies of referrals from precincts, the law department, and schools. For my internship, I worked with my supervisor and two other interns to facilitators the trainings of the youth court members. I lead ice-breakers or warm-ups before most sessions—one of the most popular of which was the Enneagram personality test. I facilitated the introductory training, as well as trainings on appropriate sanctions, perceptions and assumptions, and jury deliberation. These lessons were based on the youth court training curriculum created by the Center for Court Innovation, but I was encouraged to make any changes or additions I saw fit. In addition to these curriculum-based trainings, I helped facilitate a session on feminism and gender roles created by a fellow intern. I also began developing curriculum for workshops on mental health and teenagers, and race and the criminal justice system, but was unable to finish and facilitate them due to time. I researched and compiled a list of suggest videos for the training sessions or for the coming year—this list included TED talks, spoken word poems, and documentary clips.

What did you learn?

Before this internship, I had very little knowledge regarding the logistics of our criminal justice system, as well as the flaws with this system. From leading training sessions, and watching my supervisor and fellow interns lead sessions, I learned a great deal about how the court system works and the possibilities offered by restorative justice, but also about some of the shortcomings of the current restorative justice projects available. The internship also gave me experience modifying curriculum, teaching lessons, and in general, working with young people. These experience was very educational, as well as fun! But it was also my first time doing any of these things, and so with time, I think I would have gotten better at making the lesson plans even more dynamic and fully engaging all of the youth. Although I feel I made progress, as a teacher, there is still a lot a lot of work for me to be done.

What are your plans for the future?

In terms of my future plans, I do not plan to specifically focus on restorative justice as a career, but I plan to be involved in social activism for my lifetime and engage with the mass incarceration of predominantly black and Latino men in this country, and the major flaws in our criminal justice system in general, are issues that I hope to continue to be work with in the future. I also am highly considering either being a New York City public high school teacher, or working with high-school aged youth in some other capacity, and so the experience I gained working with that age group will definitely be valuable.

Think this experience sounded pretty cool? Check out opportunities like this and more on MOJO.

How is Google Apps Different?

Google Apps doesn’t offer any tools or services that you can’t find anywhere else.  As well, many of the Google Apps do not offer as many features as comparable applications from other vendors do.  For example, Microsoft Word, Excel and PowerPoint offer many more features than their Google App equivalents. However, Google Apps for many people is “good enough” now to meet most of their needs.  More importantly, Google Apps is continually evolving, adding new features and documents/spreadsheets and presentation made in Google Apps can be exported to many common formats such as .doc, .xls, .pdf… etc.

What really distinguishes Google Apps is real-time collaboration.  That is to say, many people can work on the same document, spreadsheet, presentation or site at the same time.  Google apps keeps track of all changes and allows collaborators to compare different versions and roll-back to earlier versions much like a wiki. Google apps lets you specify exactly who can access your documents/spreadsheets and presentations and what type of access they have (view or edit).

The implications of real-time collaboration on teaching, learning and research are profound.  Faculty can give students feedback directly into the same documents that their students are composing in via inline comments.  Students can collaborate on group projects and assignments.  Faculty, staff and adminstrators can collaborate on research, grant proposals, initiatives and so on.

It isn’t that people couldn’t collaborate in the past, but that tools like Google Apps greatly reduces the barriers to collaboration, eliminating the need to exchange copies of documents, coordinate editing efforts, keep track of versions.  Essentially, Google Apps enables what the Harvard Law School professor Yochai Benkler refers to as “commons-based peer production.”