Summer 2013 Instructor Positions
Summer 2013 Instructor Positions
Job Description: Upward Bound summer instructors are responsible for planning and implementing dynamic, engaging, empowering project-based courses as part of our 6-week residential summer program. The coursework and classroom environment should encourage and reward reflection, revision, and improvement.
Curriculum: Instructors design their own curriculum that matches and supports Upward Bound’s Teaching and Learning Goals and yearly theme. This summer’s theme is “Building Healthy Communities”. Courses must incorporate culturally responsive pedagogy, project-based learning, student-centered learning, service learning/community action projects, and multicultural perspectives. Each course should focus on one overarching project that guides the content and skills you want students to learn and apply. Students may work in groups or individually on the class project and the projects will be presented at the end of the program.
Teachers are needed for the following courses:
Algebra I (9th Graders): This course will cover introductory level algebra. Students will know how to solve one variable equations and utilize functions. By the end of the course students should be able to evaluate and model functions using graph paper and rulers.
Geometry of Art in Architecture (10th Graders): This course is designed to emphasize the study of the properties and applications of common geometric figures in two and three dimensions. It includes the study of transformations and right triangle trigonometry. Inductive and deductive thinking skills are used in problem solving situations, and applications to the real world are stressed.
Algebra II/Trigonometry (11th Graders): This course is designed to build on algebraic and geometric concepts. It develops advanced algebra skills such as systems of equations, advanced polynomials, imaginery and complex numbers, quadratics, and concepts and includes the study of trigonometric functions. It also introduces matrices and their properties.
Pre-Calculus (12th Graders): Pre-calculus topics include a review of the elementary functions as well as advanced properties of functions. Special attention will be given to polynomial functions, rational functions, logarithmic functions, exponential functions, and trigonometric functions.
Physics of Music (9th Graders) (Preferred topic): The physics of sound (propagation of sound waves), the physics of hearing (psycho-acoustics), the physics of music (all musical styles, and music in the natural world), the physics of musical instruments (brass, wind, strings, percussion, song, electronic, computer and beyond).
Introductory Physics (9th Graders) (In lieu of Physics of Music): Survey of topics in physics for non-science majors covering the fundamentals of mechanics, heat, light, sound, and electricity and magnetism, and their application in today’s society.
Wildlife Biology Description (10th Graders): Is designed to introduce students to ecology and how wildlife interacts with the environment in which they live. This course will focus on the concepts of food web, symbiotic relationships, carrying capacity, succession of natural environment, habitat, niche and the biomes of the earth.
Food Chemistry (11th Graders): This course will explore the science of food, both as a necessity and as a source of pleasure, through an understanding of the fundamental chemistry of food, nutrition, cooking, and sensation.
Introduction to Forensic Chemistry (12th Graders): This course provides an overview of the techniques used in the modern forensic laboratory for the analysis of common types of physical evidence encountered at crime scenes. The nature of physical evidence, the underlying chemical and physical principles of the scientific techniques employed in analyses, and the interpretation and evidentiary value of scientific results will be studied.
English Language Arts-Coming of Age (9th Graders): The course examines coming of age narratives in literature around the World. In that context the class will explore the stories of several young individuals as they seek meaning and identity within the “norms” of their society. Students will produce analytical essays based on the texts read in class.
English Language Arts-Harlem Renaissance (10th Graders): Focusing on the social, musical, artistic, and literary origins of this movement; as well as examining this time period through the lenses of artists of varying ethnic backgrounds. Students will analyze these texts and be able to use outside sources to write about works read in class.
English Language Arts-Gender and Identity (11th Graders): This course will address writings by women and LGBT authors; as well as other literary representations of gender and society. Students will be able to write an essay that incorporates multiple pieces and outside sources.
SAT Prep (12th Graders): The focus will be on helping students refine their skills under timed circumstances with comparable test parameters. They will practice writing and editing essays, reading passages, expanding vocabulary, applying mathematics, and analyzing scientific data. The goal for the course is for students to gain a more meaningful understanding of how to approach both the SAT achieve scores that match student goals.
Information Literacy (Mixed Grade Levels): In this course students will learn how to “read” non-print material and untraditional-print resources like advertisement, Facebook, blogs, and film. Through this class students will learn to treat these sources as artifacts and as sources of information. They will learn to evaluate the validity of the sources and the biases. Ultimately students will either write an essay using both these non-traditional sources as well as scholarly sources or they will create their own form of non-print material to effectively communicate a stance that relates to the theme “Building Healthy Communities”.
Spanish I (Mixed Grade Levels): This course provides an introduction to the language and cultures of Spain, Caribbean, and Latin America. Students will develop basic listening, speaking, reading and writing skills necessary to communicate about self, family and daily life, as well as basic survival needs.
Spanish II (Mixed Grade Levels): Students will learn the use of past tense structures and pronoun usage. They will continue to develop listening, speaking, reading, and writing skills necessary to communicate about self, family, and daily life, as well as on abstract concepts such as feelings and emotions.
· Participate in staff orientation.
· Develop and implement dynamic course(s) to students enrolled in Upward Bound.
· Work collaboratively with the other instructors to ensure that courses are integrated.
· Participate in weekly teacher meetings.
· Complete evaluations of student progress every two weeks.
· Complete final evaluations of students.
· Communicate student progress to residential staff, administrative staff, and students’ families.
· Attend and participate in Family Day, the summer-end celebration
· Bachelor's degree in a relevant field. Master's degree preferred.
· Teaching experience, preferably with urban youth.
· Demonstrated experience with a multi-racial, multi-ethnic population.
· Demonstrated teaching philosophy and methods that encourage the development of active and independent learning habits.
· Demonstrated ability to develop and implement curricula collaboratively.
Instructor Orientation (mandatory): TBD / Late June
Program Dates: TBD Mondays through Friday
Varies based on course schedule. Courses are 1 hour in length and meet between 9am and 2:30pm, Monday through Thursday and between 9am and 12:20pm on Fridays.
Location: UMASS Boston does not have residence halls our summer residential program will be hosted at Wheaton College in Norton, MA
Compensation: $1460 - $1820 per course section. Most instructors teach two sections. (Note: Room and board is available for teachers on a limited basis, but teachers are not required to live on campus.)
Program Objectives: The goal of the Upward Bound Program is to provide participants with the skills and motivation necessary for access to and success in post-secondary education. Upward Bound students are low-income, first-generation college bound high school students from Mattapan, Dorchester, Roxbury, South Boston, and Jamaica Plain who have shown a strong desire to attend college. Upward Bound strives to help students develop confidence and a love of learning. Upward Bound offers an array of academic, personal enrichment, and college/career services designed to supplement high school education and tailored to address specific student needs, including a residential summer program. The summer program exposes students to life on a college campus, allows for intensive, rigorous academic work, and creates space for students to learn valuable social and decision-making skills. Upward Bound students learn the skills necessary to be agents of change in their own lives, their communities, and the world at large.
How to Apply: Applications should be submitted by Friday, May 17, 2013 for full consideration. Interviews will begin May 24, 2013. Program curricula must align with the Massachusetts Core Standards. In your proposal please discuss which standards the course will cover and how they will be achieved.
Please email the following items to firstname.lastname@example.org
· Contact information for 3 references who can speak to your experience and abilities.
· A 1-2 page narrative containing the following information:
· Your teaching philosophy.
· Course description(s) and desired topics/age levels.
· Description of how you will integrate project-based learning and the theme into your course.
· Proposal for a long term class community action/service-learning project. Your project proposal should indicate the overarching goals for the project, the steps it will be broken down into, and a detailed explanation of what the final product will be. Examples of projects that fit the theme: Form teams and pick an issue in the community to address through petitions/letter-writing/direct action campaigns; students conduct a community survey and compile data about a social justice issue; a research project about how to improve one aspect of schools or the school system; partner with a local organization to learn and act on an issue (green space, air pollution and asthma, transportation, youth employment, access to the arts, racism, food deserts, etc); pick one community issue and have students use creative problem-solving to design a solution; students can learn about a community issue and take a trip to serve an organization that help mitigate the issue.
· Your teaching strengths and areas in which you would need support.
Please email email@example.com with any questions.