(5/27/08) Research Assistant Needed for DevTech Research Lab

Prof. Marina Bers is looking for a MA or PhD student with interest and
expertise in research in early childhood education (with a special focus on
research methodologies and evaluation) to work as a Research Assistant (RA)
for an upcoming NSF grant that looks at the role of tangible computer
programming in helping young children learn. This is an interdisciplinary
project with the Computer Science department at Tufts.

The student will commit to a two year RA that will result in either a
Masters 's thesis or a qualifying paper (in the case of a doctoral student)
and will receive a stipend based on the current departmental rate and
his/her experience. He or she will collaborate closely with students in the
Computer Science department and will attend the weekly DevTech research
seminar. No previous knowledge of computer programming or robotics is
needed. However, the student needs to be willing to learn. Experience
conducting literature reviews and working with Kindergarten-aged children is
a plus.

Please send a CV and a couple of paragraphs about your interest in working
as an RA in the DevTech group (http://ase.tufts.edu/devtech/), and more
specifically about your interest in this particular project to
marina.bers@tufts.edu. Project summary is bellow.
Project Summary
This is a challenging time for early childhood education (K-2). On the one
hand, there are steeped up federally-mandated academic demands and a growing
concern to respect children's developmental stages. On the other hand, there
has not been yet a profound re-examination of the content, in particular in
the area of technology, that young children are able to learn, nor do we
have research-based evidence to evaluate children's developmental
possibilities with innovative technologies. However, in order to advance the
technological fluency of our nation's youth, we need to start in the early
years. This project proposes that when given age-appropriate technologies,
young children can actively engage in computer programming and robotics
activities in a way that is consistent with developmentally appropriate
practice. In particular, it proposes the creation of novel human-computer
interaction techniques to support learning with technology in early
elementary school, with a focus on kindergarten. This technology will allow
us to gather research-based evidence regarding the intellectually powerful
ideas that young children are able to understand, and build-upon, before
reaching what Piaget called the operational stage. In turn, this will allow
us to revisit our developmental assumptions. At the heart of this proposal
is the claim that, for a variety of reasons, modern graphical user
interfaces (GUI) are ill-suited for use in early elementary school
classrooms, especially for computer programming activities. Thus, this
project will focus on two aspects: 1) It will build on emerging tangible
user interface (TUI) technology to create a tangible programming language
for young children to control a robotic artifact. In short, rather than
using a mouse or keyboard to write programs to control robots, children will
instead construct programs by connecting "smart" wooden blocks shaped like
jigsaw puzzle pieces; 2) It will integrate inexpensive building materials
such as recyclables, with the use of select robotic parts, such as wheel and
motors that give functionality and movement. Current robotic construction
kits utilize materials such as LEGO, which can be very expensive and
challenging to use for young children with small hands. Our approach creates
a unique opportunity to separate the intellectual act of computer
programming and building in the physical world, from the confounding factor
of modern GUIs and complex mechanical constructions. And, in turn, provides
a means to build a better understanding of developmental capabilities of
young children with respect to computer programming.
The project team includes experts from the fields of child development,
learning technologies, computer science, and human-computer interaction from
Tufts Unversity. It has an extensive trajectory in engineering-base
educational research through robotics. Over the course of three years, the
project will build on existing research to develop novel technology and a
complementary kindergarten robotics-based curriculum , as well as a research
protocol and robotic-based experimental tasks that will enable us to
carefully study children's learning. The project will evaluate the
effectiveness of both the technology and the curriculum in kindergarten
classrooms by using the experimental tasks as well as ethnographic methods.
Intellectual Merit
The intellectual merit of this project resides in its potential
contributions to the fields of child development, early childhood education,
and human-computer interaction. From the point of view of human-computer
interaction, the merit of this project lies in the novelty of the proposed
interaction technique as well as the proposed formal design process and
evaluation. From the point of view of child development and early childhood
education, this project proposes to take an unprecedented look at what young
children can accomplish with technology when given tools that are truly
age-appropriate. The project also proposes a novel methodology for studying
young children's thinking when engaging in programming and robotics.

(5/20/08) Summer policy internship -- paid at child support enforcement

Summer Research Internship: The Massachusetts Department of Revenue's Child
Support Enforcement Division (CSE) seeks an energetic, self-directed,
graduate-level research intern for summer 2008. CSE's core mission is to
make a difference in the lives of children by enforcing the financial
responsibilities of parenthood. The intern will perform a variety of social
science, economic, demographic, and other types of research that will assist
CSE in developing policies that benefit the children of the Commonwealth.
Applicants should have strong writing skills. The intern will work in the
policy unit of CSE's central office in Boston. The position is paid and
full-time for the summer. To apply, email a resume and cover letter to
Peter Coulombe at coulombep@dor.state.ma.us

(5/20/08) Research Opportunity as Research Fellows, DC or NC

RESIDENT RESEARCH FELLOW
POSITION DESCRIPTION
The Bill & Melinda Gates Foundation and Harvard University's Project for
Policy Innovation in Education (PPIE) seek candidates to serve as Resident
Research Fellows. New Resident Fellows will serve in one of two districts:
the District of Columbia Public Schools or the Charlotte-Mecklenburg School
District in North Carolina. Resident Fellows will serve for two years and
play a critical role in improving the use of data in school districts.
First, Resident Fellows will provide senior district leadership with
critical new capacity to analyze data and translate findings into action.
They will perform analyses to inform district leadership's policy decisions
and, through this, make concrete the transformative potential of data.
Second, Resident Fellows will play an important role in a new PPIE-led
project to create a set of district performance diagnostics. Resident
Fellows will ensure data and communication flow appropriately between the
district and PPIE.
Third, Resident Fellows will keep track of district data strategies and data
gaps - identifying potential concerns from both research and district
leadership perspectives. During their fellowship Resident Fellows will help
the research team at Harvard stay grounded in the critical issues the
districts are facing as well as the local political and cultural context.
Finally, Resident Fellows will become part of a new network of
sophisticated, data-driven policy analysts shaping the next wave of school
improvement.
Major responsibilities:
.
Policy Analysis (50%). Resident Fellows will serve as policy analysts for
senior district staff, providing districts with additional capacity for
data-driven decision making at the district's highest levels. In this role
Fellows will:
-
Work with senior district staff to identify critical policy issues that
data, appropriately analyzed, could answer;
-
Assemble appropriate data from multiple data sources;
-
Perform "quick turnaround" analyses of the assembled data on the issues
identified above;
-
Leverage the PPIE Cambridge research team for methodological advice and
(potentially) analytic support in these analyses;
-
Report results and implications of the analyses - to the foundation, PPIE,
and the district;
-
Identify critical gaps in existing data and work to create possible
solutions;
-
Help ensure alignment across the district's various data and accountability
initiatives.
.
District Diagnostic (40%). Resident fellows will contribute to the creation
of district performance diagnostics. In this role Fellows will:
-
Identify data sources and owners within the district and collect the data
needed for the diagnostics;
-
Provide quality control on the data collected;
-
Understand nuances of the data that may not be obvious to the PPIE research
team (e.g., many high schools neglect to enter appropriate leave codes,
etc.), and ensure that the PPIE team is aware of any data or data
interpretation issues;
-
Understand senior district leadership concerns, priorities, and constraints
and ensure that the diagnostic work is aligned to these priorities;
-
Explain and represent the diagnostic process to stakeholders in the
district;
-
Perform some of the diagnostic analyses (generally the more methodologically
simple analyses);
-
Communicate intermediate findings back to district staff and ensure that
staff understands the implications of the findings for policy.
.
Community of Fellows (10%). Resident Fellows will be expected to participate
actively in building a community of Resident Fellows across the districts
and contribute to a new national-level, data-driven policy sector in
education. In this role Fellows will:
-
Travel to Cambridge and Seattle to participate in periodic meetings and
workshops sharing progress, analyses, and issues that have arisen with one
another;
-
Serve as support for Fellows in the other districts;
-
Identify critical policy areas in need of longer-term research projects.
Required skills and experience. Resident Research Fellows should be strong
in analytic problem solving, comfortable working with databases, and have at
least some experience with quantitative analysis. Equally important is
presence, the ability to quickly build credibility with senior district
staff, and the ability communicate complex research findings to a lay
audience.
Leadership, project management, and communication abilities are more
important in this job than knowledge of particular analytic techniques
(e.g., Bayesian shrinkage estimators). Thus EdDs and PhDs, but also MPPs,
MBAs, or EdMs, with strong analytic skills and proven leadership skills
should consider themselves appropriate candidates for this fellowship.
Specific skills/experience include:
-
Master's level exposure to quantitative analysis;
-
Prior experience in a school setting highly desirable;
-
Project management experience in commercial or nonprofit settings helpful;
-
Prior business consulting experience helpful;
-
Ability to thrive in a fluid environment with little explicit guidance and
multiple superiors (i.e., the superintendent, PPIE).
Resident Research Fellows will earn salaries of $80,000 - $90,000 per year.
Application process and deadlines. If you are interested in applying, please
submit a resume and cover letter describing your interest and what you would
bring to the fellowship. In your cover letter, please explicitly address
whether you would be available to serve the fellowship in Washington, DC,
Charlotte-Mecklenburg, North Carolina, or both.
Applications are due by Friday, May 30th. Please send applications to:
Isis Randolph-McCree
c/o Alberta Garvin
The Bill and Melinda Gates Foundation
P.O. Box 23350
Seattle, WA 98102
Cover letters and resumes may also be emailed to
alberta.garvin@gatesfoundation.org. To ensure appropriate processing, please
use "Resident Research Fellow" as the subject line of the email.
First round interviews will occur on a rolling basis. Final interviews with
the districts will occur in the second half of June. Fellows are expected to
begin at the districts in July or August.

(5/09/08) Special Education Service Opportunity

Special-Education Service Opportunity

Who: Warm, kind, and passionate graduate student or advanced
undergraduate student (enrolled in child development, education,
psychology, human and therapeutic services programs) with enthusiasm
about special education and commitment to inclusion. Willingness to
receive additional training and work as part of a team.

What: Provide one-to-one in-classroom service for an 8 years-old boy
during school hours. The child, who is very affectionate and smart,
communicates using a combination of means, including basic ASL and a
hand-held communicative device.

Where: In the school he now attends (in Somerville) and the one he will
be going to next year. Options currently being considered include
schools in Cambridge, Watertown, and Lexington.

When: Starting as soon as possible for an initial two-month period.
After that, and conditioned on a number of factors to be explained to
those interested in the job, the service provider would be expected to
extend provision of services for the rest of the summer and the entirety
of the 2008-2009 school year. Depending again on a number of factors,
service could be extended indefinitely after the first year.

Compensation: Competitive compensation commensurate with background.
Part-time available.

Contact: Please send resume and contact information for references to
Paulo Barrozo at pbarrozo@law.harvard.edu.

(5/9/08) Infant/Toddler Coordinator at Beginnings

Beginnings.. a child's place for discovery

Infant/Toddler Coordinator

Beginnings, an NAEYC accredited child development school seeks a creative
and seasoned infant/toddler specialist as coordinator for our unique
infant/toddler program. This position is a combination of teaching with an
administrative component including supervision of staff and working closely
with teachers with curriculum and planning. This is a wonderful opportunity
for individuals who want to be a part of an environment dedicated to the
professional growth of teachers as well as nurturing the development of
children. Experience and education in working with special needs and
atypical development also desired. Minimum of BS/BA and DEEC
qualifications. Masters preferred with 2+ years teaching experience.
Position available starting 8/25/08. Excellent salary, benefits and
professional training opportunities. Teaching and training affiliate of BU
Medical School. Send resume and cover letter to: 210 South Ave., Weston,
MA 02493
Fax: 781-894-2140

www.beginningscdc.com

(5/9/08) Job Announcement

Beginnings...a child's place for discovery

Early Childhood Teachers

Beginnings Child Development Center, a NAEYC school seeks mature, creative
infant and toddler teachers with knowledge and experience in early
education. This is a wonderful opportunity for individuals who want to be
part of an environment dedicated to the professional growth of teachers as
well as nurturing the development of children. Join our enthusiastic team
of teachers in our unique program and become a part of creating a difference
in children's lives. Experience and education in working with special needs
and children with atypical development also desired. Minimum of BA/BS and
DEEC qualifications. Positions available starting 8/25/08. Excellent salary,
benefits and professional training opportunities. Teaching and training
affiliate of BU Medical School. Send resume and cover letter to: 210
South Ave., Weston, MA 02493 Fax: 781-894-2140 www.beginningscdc.com

Beginnings Child Development Center's quest for excellence in early
childhood education began over 20 years ago with the school's founding upon
the principles of child development. Since then it has become one of the
nation's leading centers for early education. Beginnings strives to achieve
and maintain the highest quality programming for children, parents, and
staff by taking a developmental approach to early education through the
incorporation of cognitive, emotional, social, physical and creative aspects
of growth. Through this philosophy, Beginning's goal is to provide the
environment and guidance which allows children to build the framework for
meaningful relationships throughout their lives

The Education Director will report directly to the Chief Executive/Founder.
The overall responsibility of the Education Director is to oversee/supervise
a staff of approximately 20 teachers. Together with the Program Director,
the Education Director will have oversight and implementation
responsibilities for center wide matters that advance Beginnings child
development and performance philosophies. This includes, but is not limited
to:

. Knowledge and expertise of appropriate developmental curriculum and
environmental design to ensure a quality of service and execution and
delivery of programs consistent with Beginnings philosophy.
. Superior management, organization and observational skills.
. Experience in the creation and oversight of selected programs and in
the development and execution of effective programmatic and staffing
schedules for child/family and classroom needs.
. Superior interpersonal, listening and communications skills, as the
position serves as a primary liaison to parents, receiving comments and
concerns and resolving any issues that may arise between parents and
teachers.
. Demonstrated capacity and experience in communicating and
interacting with young children and a strong proficiency in understanding
the needs and behaviors of both typical and atypical early childhood
development for the purpose of effectively performing classroom observations
and reporting on child behaviors and interactions to the Chief Executive.
. Initiative and willingness to assume an active role in the planning
and execution of staff and parent initiated school activities.

Qualifications:
. Master's degree in education, child development, psychology or
related field,
. 5+ yrs experience in the private school/ Education sector with
knowledge in special needs
. Director II Certified
. Proven ability of leadership
. Management, organizational and problem solving skills
. Dynamic, positive and energetic attitude
. A passion, knowledge and understanding of children and child
development

Please send a resume and cover letter to Dr. Donna Housman
Email (preferred): dkhousman@msn.com
Fax: (617) 975-1606
www.beginningscdc.com

(5/6/08) Paid, full-time summer research internship

Summer Research Intern

The Massachusetts Department of Revenue's Child Support Enforcement Division
(CSE) seeks an energetic, self-directed, graduate-level research intern for
summer 2008. CSE's core mission is to make a difference in the lives of
children by enforcing the financial responsibilities of parenthood. The
intern will perform a variety of social science, economic, demographic, and
other types of research that will assist CSE in developing policies that
benefit the children of the Commonwealth. Applicants should have strong
writing skills. The intern will work in the policy unit of CSE's central
office in Boston. The position is paid and full-time for the summer. To
apply, email a resume and cover letter to Peter Coulombe at
coulombep@dor.state.ma.us.

(5/2/08) Job Opportunity\Teaching Opportunity in Language and Learning

First, Sally Conant of the Stern Center for Language
and Learning in Williston, VT is looking for Ph.D.
level professionals to join the evaluation and
research teams this summer or fall. She may also be
interested in interns in the Ph.D. program, or
graduates of the master's program. You can contact
her at sconant@sterncenter.org or 802-878-2332.

Second, Bill Wilmot, principal of an elementary
charter school in Seacoast, NH (a commutable distance
from Boston) is looking for a 3rd and 4th grade
teacher to begin immediately until the end of the
school year. The teacher will be replacing a teacher
on maternity leave who can't return due to
complications. You can contact Bill at 617-827-5876.

(5/2/08) Job Opportunity in Preschool Classroom

Botanic Gardens Children's Center
26 Robinson Street
Cambridge, MA 02138
(617) 496-0595
(617) 496-8428--fax
bgcc@fas.harvard.edu
www.botanic-gardens.org

Job Vacancy Notice

Position Available: Early Childhood Teacher-Preschool 2

Minimum Qualifications: Must be able to meet Massachusetts Early Education
and Care (EEC) [formerly Office for Child Care Services (OCCS)]
qualifications for Preschool Teacher. Must have or be working towards a
degree in early childhood education. At least one year experience with
preschoolers in a licensed child care facility is desirable.

Primary Responsibilities: Work with team of three other teachers to
plan, implement and evaluate a developmentally based curriculum for children
aged 3.5 through 5 years. Observe, record and communicate children's
progress. Document children's learning. Share responsibility for the
safety and well-being of children in our care, participate in staff and
planning meetings and other program-wide duties as assumed or assigned.

Salary: $14.07-$17 plus per hour to start depending upon educational
qualifications and experience.

Benefits: 100% health insurance, dental insurance, long-term
disability, paid vacation, personal days and holidays, training and
professional development. Professional development funds for ECE college
courses or conferences. All teachers are employed under terms of a
collective bargaining agreement with Local 1596, United Auto Workers, and
pay approximately 2% of their gross salary in union dues.

Starting Date: August 25, 2008 (or earlier)

To Apply: Submit resume and cover letter to center director, Kathleen
Parrish, at the address listed above.

Non-Discrimination: Botanic Gardens Children's Center, Inc. is a diverse
community of parents, children and staff. It welcomes employment
applications from qualified individuals who appreciate the value of that
diversity and can contribute to it. BGCC does not discriminate in its
hiring practices on the basis of race, gender, nationality, national origin,
religion, political affiliation or sexual orientation.

(5/1/08) Job Opportunity in Infant-Parent Mental Health

>
>
> Job Description:
>
>
>
> Infant Parent Mental Health Program: The IPMHPCP is a training program
dedicated to working on the parent-child relationship. This relationship is
the milieu of development: it is where development happens moment-by-moment
and day-to-day. It is also where development becomes derailed:
moment-by-moment, day-by-day. Thus the graduates will be taking on the task
of understanding this enormously complex process and then learning and
creating ways to work on this process moment-by-moment.
>
>
>
> Administrative/Training Coordinator : part-time 16 hours per week
(flexible) and will be required to work on the weekends (one weekend per
month) when the program is in session.
>
>
> Administrative Tasks:
>
>
>
> Under minimal supervision and following established policies and
procedures, plans, organizes and provides secretarial and administrative
support for a business unit. Performs a variety of secretarial duties
requiring in‑depth knowledge of departmental programs and services and
uses independent judgment and discretion in planning, prioritizing and
organizing work to meet department/unit goals and deadlines. Transcribes and
types complex materials, schedules appointments and meetings and maintains
files and records. May lead and direct the work of designated office support
staff.
>
>
>
> Training Tasks:
>
> * Act as a liaison between UMASS and all participants.
> * Ensure that all appropriate communication for upcoming business is
complete and distributed in a timely manner to the management team.
> * Work closely with the Audio Visual to ensure room set-ups, A.V.
needs, and special requests.
> * Assume responsibility and supervise all logistics related to housing
and travel
> * Coordinate correspondence and communication including: printing and
distribution of acceptance notices, monitoring and maintaining attendance
lists, creating and maintaining informational database for current
meetings/programs.
> * Maintain and update participant profiles, handle attendees'
telephone inquiries and correspondence.
> * Devise efficient internal procedures and develop tools for effective
administration and coordination of all meeting planning activities within
the department
> * Maintain accurate and up-to-date accounting of expenditures to
ensure completion of programs/events within assigned budget
> * Keep team leader well informed of progress to ensure flawless
execution of programs and that all objective are met with success
> * Serves as the onsite problem solver for all participants
> * Conducts follow-up to assess effectiveness of program
> * Performs other duties as assigned.
>
>
>
>
>
> Please contact Betty Woo, Children's Hospital Boston, Child Development
Unit, via email betty.woo@childrens.harvard.edu
>
>
>
>

(5/1/08) Job Opportunity

Botanic Gardens Children's Center
26 Robinson Street
Cambridge, MA 02138
(617) 496-0595
(617) 496-8428--fax
bgcc@fas.harvard.edu
www.botanic-gardens.org

Job Vacancy Notice

Positions Available: Early Childhood Teacher in Toddler 1

Minimum Qualifications: Must be able to meet Massachusetts Department of
Early Education and Care (formerly Office for Child Care Services or OCCS)
qualifications for Toddler Teacher. Must have or be working towards degree
in early childhood education. At least one year experience with toddlers in
a licensed child care facility is desirable.

Primary Responsibilities: Work with team of three other teachers to
plan, implement and evaluate a developmentally based curriculum for children
15 months to 2 years old. Observe, record and communicate children's
progress. Document children's learning. Share responsibility for the
safety and well-being of children in our care, participate in staff and
planning meetings and other program-wide duties as assumed or assigned.

Salary: $14.07-$17 plus per hour to start depending upon educational
qualifications and experience.

Benefits: 100% health insurance, dental insurance, long-term
disability, paid vacation, personal days and holidays, training and
professional development days. Funds available for teachers to take ECE
college courses or to travel to approved national or international ECE
conferences. All teachers are employed under terms of a collective
bargaining agreement with Local 1596, United Auto Workers, and pay up to 2%
of their gross salary in union dues.

Starting Date: August 25, 2008

To Apply: FAX resume and cover letter to Center Director, Kathleen
Parrish, at the number listed above.

Non-Discrimination: Botanic Gardens Children's Center, Inc. is a diverse
community of parents, children and staff. We welcome employment
applications from qualified individuals who appreciate the value of that
diversity and can contribute to it. BGCC does not discriminate in its
hiring practices on the basis of race, gender, nationality, national origin,
religion, political affiliation or sexual orientation.