New York Seasonal Jobs

Requisition ID: req57508

Job Title: NYSA LS Instructional Support Intern

Sector: Education

Employment Category: Intern

Employment Type: Part-Time

Open to Expatriates: No

Location: New York, NY RAI USA

Work Arrangement:Hybrid

Job Description

SCOPE OF WORK:

Location: Hybrid before NYSA start, in-person during NYSA

Start Date: June 1, 2025

Duration: August 31, 2025

Position Reports to: Youth Partnership and Academy Coordinator

Details: Interns will be expected to work 15-24 hours per week during the following times: Before NYSA starts (June 1 – June 30, 2025) – M-F 9am -5pm; After NYSA starts (July 1- August 15, 2025) – M-TH 8:30am –5:00pm.

The NYSA Lower School Instructional Support Intern is expected to support the Lower School team prepare and facilitate the Newcomer Youth Summer Academy, a six-week program focusing on preparing newly arrived immigrant youth to succeed at their grade level in the New York City public school system. Up to 130 students ages 5 – 21 from over 20 countries will participate in academic, creative arts, physical education, and social emotional learning classes. Field Trips are held on Fridays.

The NYSA Lower School Instructional Support Intern will have the opportunity to experience the multiple aspects of running a fast-paced in-person education program for newly arrived youth. This will include planning and implementing lessons to small groups of students, supporting teachers with administrative tasks, communicating with the Student Support Team and Operations team. Interns may be asked to step in and assist teachers in the classroom as needed.

Interns must be available to be in-person with the team at the school in Manhattan for full days of training on July 1-3, 2024 and 15-24 hours per week on Monday-Thursday during program days July 7- August 15, 2024. Before and after NYSA, interns will have the flexibility to be on a hybrid schedule.

RESPONSIBILITIES:

Instructional Support:

· In consultation with teachers and the dean, plan and lead small-group lessons tailored to student needs, focusing on individualized academic or language support

· Adapt or translate classroom activities for multilingual learners as needed

· Serve as a substitute Classroom Culture Lead Teacher (CCLT) if needed to assist with classroom structure, student engagement, and behavioral interventions

Administrative Support:

· Update and maintain class lists and student information as needed

· Assist with M&E and assessments

· Prepare and organize materials for classroom activities, including making copies, setting up projects, and gathering supplies

· Organize and analyze case notes written by lower school staff

General Program Support:

· Complete all staff training before the program starts and participate in all program meetings and professional development activities

· Support student arrival, dismissal, and meal supervision as needed

· Other tasks as assigned by the Youth Partnership and Academy Coordinator

LEARNING OBJECTIVES:

1. Gain hands-on experience working with multilingual learners and newly arrived immigrant youth in a structured classroom setting.

2. Develop instructional skills by planning and leading small-group lessons that support diverse learning needs.

3. Learn the behind-the-scenes administrative operations of a large-scale education program, including student data management and program logistics.

   REQUIREMENTS:

   · Recent or current undergraduate or graduate student in Education or a related field

   · Experience working with children, especially in an educational setting, preferred

   · Ability to differentiate instruction and support students with varying needs

   · Strong organizational skills and ability to manage student records and classroom materials efficiently

   · Interest in working with multilingual learners and students from diverse backgrounds

   · Strong interpersonal and communication skills

   · Ability to work collaboratively in a team environment and take initiative when needed

   · Flexible, innovative, and accountable, with a strong desire to learn

   · Fluency in written and spoken English required; proficiency in a relevant second language (e.g., Arabic, Dari, Farsi, French, Haitian Creole, Mandarin, Pashto, Russian, Spanish, Tigrinya, Ukrainian, Wolof) is highly desirable

   · Must be available for all training days and for the full duration of the program