Acting Instructional Aide CSUS

Position :
Acting Instructional Aide, (7hours)

Available January 2026 - June 2026

Cambridge Street Upper School

Cambridge Street Upper School Community:

The Cambridge Street Upper School (CSUS) was founded in 2012 as a middle school serving grades 6-8. CSUS endeavors to develop and sustain a vibrant and high functioning teaching and learning community that values social justice, affirms cultural identity, and promotes academic excellence for all. CSUS actively aspires to become a culturally proficient school that reflects equity and inclusion and affirms the rich cultural and racial diversity of our student body and their families.

We are committed to challenging the opportunity gap and providing academic excellence for all.

The instructional aide will work closely with the classroom teacher to provide a nurturing environment that respects and honors the individual needs of all children, while also challenging them to meet high academic standards. The instructional aide, in collaboration with the teacher, will:

• Support classroom management in a proactive manner.
• Work with students to resolve conflicts with one another as they arise.
• Support individual students who may find the transition to school challenging.
• Engage in professional development to improve his/her ability to meet all students’ needs.
• Support students’ academic growth by teaching small groups and individuals primarily.
• Conduct whole class lessons under the guidance of the classroom teacher.
• Other duties assigned.

The successful candidate will have experience working with children in a variety of capacities and settings. Associates degree, or 48 college credits, required. Bachelor's degree desired, but not required.

Please upload a resume and thoughtful cover letter, outlining how your skills, experience, and commitment to equity in education meet the qualifications of the position as well as stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.