TITLE: Curriculum Support Specialist – Urban Environmental Science
PURPOSE: To support teachers in implementing innovative urban environmental science curricula in Baltimore City High School classes.
LOCATION: Position office located at University of Maryland, Baltimore County (UMBC). Travel required throughout the Baltimore Region.
DURATION: Three month position starting immediately. Full time preferred but part-time will be considered. Must be available during school day hours (~7:30 am-4 pm).
SALARY: Competitive, commensurate with experience. This is an exempt position.
- Support teachers in implementing Baltimore Ecosystem Study (BES) curricula through team meetings, telephone and electronic communication and one-on-one in-school support. Curricula include:
- Integrating Chemistry and Earth science (ICE), exploring local environmental phenomena through hands-on investigations, data exploration and modeling. ICE is part of the high school chemistry class all Baltimore City students are required to take.
- Comp Hydro, a two week curriculum unit exploring runoff and flooding in Baltimore watershed through a combination of computational modeling and first-hand investigations. Comp Hydro is being taught in high school environmental science, biology and engineering classrooms
- Collect data and materials from teachers and students as part of the research component of the two curriculum projects.
- Assemble, format and revise data sets, lessons and other resources for inclusion in the two curricula.
- Provide logistical support for meetings with teachers.
- Support the annual Baltimore Data Jam program through classroom presentations, and assistance to teachers and students.
- Bachelor’s degree in ecology, environmental science, science education or related field required.
- At least one year of teaching experience in science required, with classroom teaching experience desired.
- Familiarity with Maryland State Education and Next Generation Science Standards, and with urban schools.
- Excellent communication and organizational skills.
- Access to personal transportation for traveling to schools is required.
- Excellent computer skills including experience with Microsoft Word, Excel, and Powerpoint and social media platforms such as Twitter and Facebook.
- Knowledge of Baltimore’s regional ecology a plus.
CLOSING DATE: Applications will be reviewed immediately and the position will remain open until filled.
TO APPLY: Please complete an online application at https://www.caryinstitute.org/who-we-are/jobs/current-jobs?bzid=6ca7f4a3a46f/apply and include a single PDF file consisting of a cover letter which includes Job Code 19006-I, a resume, and the names, phone numbers, and e-mail addresses of three professional references.
For more information, please contact Bess Caplan at firstname.lastname@example.org or 410-455-1863.
The Cary Institute is an Equal Employment Opportunity (EEO) and Affirmative Action (AA) employer. It is the policy of the Company to provide equal employment opportunities to all qualified applicants without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, familial status, protected veteran or disabled status, or genetic information.
THE BALTIMORE ECOSYSTEM STUDY:
The Baltimore Ecosystem Study (BES) is part of the National Science Foundation’s Long Term Ecological Research Network. BES conducts ecological research in the Baltimore area including studies on streams and watersheds, vegetation and animal diversity and human interactions with the environment. Current BES education programs include the Integrating Chemistry and Earth science (ICE) project bringing local phenomena and datasets into the high school chemistry curriculum and Comp Hydro that integrates computational thinking with hydrology for high school science classrooms. BES also offers an annual Baltimore Data Jam program, an art and science competition for middle and high school students in Baltimore City, Baltimore County and the surrounding five counties. We approach education from the stance that all students should have direct, authentic experiences with ecology and the environment as they work their way to becoming an environmentally literate citizen.