2025 Summer Short-Term Programs

Program Dates: June 22 – July 31, 2025

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors with an introduction to college living and learning.  This is a great opportunity for high school students to grow academically and socially. Students will attend a skills development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their living & learning needs. The High School Program includes the Traditional Track and the Social Pragmatics Track. The Social Pragmatics track includes a residential program designed to help students build social pragmatic skills through living on campus and working with Social Coaches, as well as courses to help improve academic skills. Afternoon, evening, and weekend activities, as well as some classes, combine students from both tracks. Both curricular and co-curricular activities provide opportunities for students to build successful social connections as well as develop strong academic routines and college living strategies. 

 Primary function: The Lead Resident Director (LRD) is responsible for providing direction and support to Residential Life staff, and students in the residence halls and during out-of-classroom activities and daily life. LRD will also support the work of program administrators and help to organize a staff of RAs, Program Assistants, and Night Proctors. The position requires 24-hour availability to meet the needs of students. The primary work schedule for this position is in the afternoon and evening, sharing and rotating responsibilities with other RD’s. The LRD works in conjunction with the Assistant Director of the High School Program to lead and give appropriate feedback to the RD team and support the RA team. The work schedule allows one day off per week. During the training work hours are generally between 9 a.m. and 5 p.m. Additionally, the LRD will meet with the Assistant Director of the High School Program prior to training to ensure understanding of the position and to outline a framework of teamwork. 

Specific Responsibilities:    

• Attend and help perform mandatory training for staff; model and enforce safety policies.    
• Oversee the preparation of the residence halls for student arrival and residency. 
• Participate in all registration and orientation activities for students in the program. 
• Provide operational oversight of the programs (approximately 135 students total) in three residence halls.   
•  Participate in an on-call rotation with the Assistant Director.   
• Provide direct supervision to Resident Directors, Resident Assistants, Program Assistants and Night Proctors in conjunction with the Assistant Director.    
• Perform rotating duty shifts and lead/attend all appropriate staff meetings.    
• Provide negotiation & mediation, problem identification, and problem-solving options and skills for students, in addition to staff coaching and development.    
• Respond to emergency/crisis situations that occur; consult and coordinate with Health Services staff as needed.    
• With the Assistant Director, plan, coordinate and supervise all weekend activities (on and off campus).    
• Enforce regulations of the program, including curfews.    
• Report on maintenance issues in student rooms and in common areas.    
• Responsible for supervising the documentation of student progress and producing final reports in consultation with the program administrators.    
• Provide other duties as appropriate and assigned by supervisor 
• Work with counseling support to care for students in crisis and de-escalate situations 
• Hold professional boundaries with RD/RA/PA/NP staff members and work to build a supportive team. 

Required Qualifications & Skills:  

• Bachelor’s degree and/or demonstrated experience working with students with LD/ADHD and/or Autism, with an understanding of executive function/dysfunction. 
• Experience and a genuine commitment/desire to work with high school students 
• Demonstrated ability to work collaboratively, lead staff members to work together, and to support a positive, growth-oriented working environment are extremely desirable attributes.   
• Experienced in leading a team or working closely with a group of individuals toward a common goal.  
• Candidates should have a strong record of accomplishment as a teacher and/or advisor and a positive attitude, as well as a genuine love of working with high school-aged students of varying academic and developmental levels.  
• Additionally, LRD candidate should be licensed to drive in the United States.  
• This is a dynamic and mobile position. 

   
Compensation & Application Procedure: Lead Resident Director will receive a stipend of $6000. Other benefits include a private room in HSP student residence hall and meals for the duration of the program contract.  

Program Dates: June 22 – July 31, 2025

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors an introduction to college living and learning.  This is a great opportunity for high school students to grow academically and socially. Students will attend a skills development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their living & learning needs. The High School Program includes the Traditional Track and the Social Pragmatics Track. The Social Pragmatics track includes a residential program designed to help students build social pragmatic skills through living on campus and working with Social Coaches, as well as courses to help improve academic skills. Afternoon, evening, and weekend activities combine students from both tracks. Both curricular and co-curricular activities provide opportunities for students to build successful social connections as well as develop strong academic routines and college living strategies.

Primary function: The Resident Director (RD) is responsible for providing direction and support to RA/PA/NP staff members and students in the residence halls and during out-of-classroom activities and daily life. RD’s work with the Assistant Director and the Lead RD to supervise the RA/PA/NP staff. RDs also support the work of program administrators. The position requires 24-hour availability to meet the needs of students. RDs share a rotating schedule (Morning Shift, Early Afternoon, Evening Shift) to fit the responsibilities and needs of students and other staff members. 

Specific Responsibilities: 

• Attend mandatory training and staff meetings. 
• Oversee the preparation of residence halls (housing 45-55 participants each) for student arrival & residency.
• Participate in all registration and orientation activities for students in the program.
• With the other RDs, provide an operational oversight of the programs, running attendance multiple times a day and locating students to ensure safety.
• Provide direct supervision, feedback, and support to Resident Assistants, Program Assistants and Night Proctors. 
• Perform rotating duty shifts and attend all appropriate staff meetings. 
• Provide negotiation & mediation, problem identification, and problem-solving options and skills for students. 
• Respond to emergency or crisis situations that occur; consult & coordinate with Health Services staff as needed. 
• With other Resident Directors, supervise all weekend activities (on and off campus). 
• Enforce regulations of the program, including curfews. 
• Report on maintenance issues in student rooms and in common areas. 
• Responsible for supervising the documentation of student progress and producing final reports in consultation with the program administrators. 
• Provide other duties as appropriate and assigned by supervisor. 
• Work with counseling support to care for students in crisis and de-escalate situations.
• Hold professional boundaries with RA/PA/NP staff members and work to build a supportive team.

Required Qualifications & Skills: 

• Bachelor’s degree and/or demonstrated experience working with students with LD/ADHD and/or Autism, with an understanding of executive function/dysfunction.
• Experience and a genuine commitment/desire to work with high school students.
• Demonstrated ability to work collaboratively, lead staff members to work together, and to support a positive, growth-oriented working environment are extremely desirable attributes. 
• Candidates should have a strong record of accomplishment as a teacher and/or advisor and a positive attitude, as well as a genuine love of working with high school-aged students of varying academic and developmental levels. 
• Demonstrated understanding of DEIB and an eagerness to learn more and challenge internalized biases.
• Additionally, RD candidate should be licensed to drive in the United States. 
• This is a dynamic and mobile position.

Compensation & Application Procedure: Resident Directors will receive a stipend of $5000. Other benefits include a private room in HSP student residence hall and meals for the duration of the program contract.

Program Dates: June 25 – July 31, 2025

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors with an introduction to college living and learning.  This is a great opportunity for high school students to grow academically and socially. Students will attend a skills development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their living & learning needs. The High School Program includes a Traditional Track and a Social Pragmatics Track. The Social Pragmatics track includes a residential program designed to help students build social pragmatic skills through living on campus and working with Social Coaches, as well as courses to help improve academic skills. Afternoon, evening, and weekend activities combine students from both tracks. Both curricular and co-curricular activities provide opportunities for students to build successful social connections as well as develop strong academic routines and college living strategies.

Primary Function: The Resident Assistant (RA) is responsible for providing direction and support to students in the residence halls and during out-of-classroom activities. RA’s also supports the work of the Resident Directors and will help assist with social activity design and delivery. The primary work hours are between 2:15 p.m. and 12:00 a.m. during the week, with a rotating schedule on weekends to cover 7 a.m. to 12 a.m. (midnight). During the training period work hours are generally between 9 a.m. and 5 p.m. The work schedule allows for one day off per week as assigned.

Specific Responsibilities: 

• Attend mandatory training & staff meetings.
• Support the preparation of the residence halls for student arrival and residency
• Attend and participate in all registration and orientation activities for students in the program
• Support student activities as appropriate during evenings and weekends.
• Assist in the oversight of the Residence Hall by managing and overseeing a residential wing of approximately 12-20 students, leading floor wing meetings and conducting regular check-ins with residents. 
• Deliver social programming in collaboration with RD’s & program administrators.
• Provide negotiation & mediation, problem identification, and problem-solving options and skills for students. 
• Respond to emergencies or other crisis situations that occur.
• Maintain timely communication with Resident Directors and program administrators about all student concerns. 
• Enforce regulations of the program, including curfews.
• Oversee student participation in on & off campus programming.
• Report on maintenance issues in student rooms and in common areas. 
• Support the documentation of student progress and the production of final report on every student in the program in consultation with the program administrators. 
• Provide other duties as appropriate and assigned by supervisor. 
• Support social growth and college readiness skills.
• Work to build a supportive community with students under your purview.
• Uphold a standard of professional interactions with peers and supervisors.

Required Qualifications & Skills: 

• Evidence of understanding Learning Disabilities, ADHD, and Autism 
• Strong verbal and written communication skills as well as strong interpersonal skills. 
• Adaptability to a changing environment that includes working independently as well as a member of a team. 
• Ability to make sound, reasonable decisions and exercise balanced judgment in evaluating situations. 
• Experience working with high school or college aged students in an academic or residential setting. 
• Complete one year of college. 
• Interest in Education, Social Work, Res. Life, or Counseling/Mental Health related career paths is preferred.
• Ability to successfully pass a criminal background check.
• This is a dynamic and mobile position.
   

Compensation & Application Procedure: Resident Assistants will receive a stipend of $3800. Other benefits include a private room in HSP student residence hall and meals for the duration of the program contract.

Program Dates: June 22 – July 31, 2025 

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors with an introduction to college living and learning.  This is a great opportunity for high school students to grow academically and socially. Students will attend a skills development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their living & learning needs. The High School Program includes a Traditional Track and a Social Pragmatics Track. The Social Pragmatics track includes a residential program designed to help students build social pragmatic skills through living on campus and working with Social Coaches, as well as courses to help improve academic skills. Afternoon, evening, and weekend activities combine students from both tracks. Both curricular and co-curricular activities provide opportunities for students to build successful social connections as well as develop strong academic routines and college living strategies. 

Primary function: The Resident Director (RD) is responsible for providing direction and support to RA/PA/NP staff members and students in the residence halls and during out-of-classroom activities and daily life. RD’s work with the Residential Program Director and the Lead RD to supervise the RA/PA/NP staff. RDs also support the work of program administrators. RDs share a rotating schedule (Morning Shift, Early Afternoon, Evening Shift) to fit the responsibilities and needs of students and other staff members to achieve 24-hour per day coverage.  

 Specific Responsibilities:  

• Attend mandatory training and staff meetings, including PEERs specific training with the social coaching staff.  
• Work with certified PEERs Coach in a co-teaching model 2 days during the academic week in a support role. 
• Oversee the preparation of residence halls (housing 45-55 participants each) for student arrival & residency. 
• Participate in all registration and orientation activities for students in the program. 
• With the other RDs, provide an operational oversight of the programs, running attendance multiple times a day and locating students to ensure safety. 
• Provide direct supervision, feedback, and support to Resident Assistants, Program Assistants and Night Proctors.  
• Perform rotating duty shifts and attend all appropriate staff meetings.  
• Provide negotiation & mediation, problem identification, and problem-solving options and skills for students.  
• Respond to emergency or crisis situations that occur; consult & coordinate with Health Services staff as needed.  
• With other Resident Directors, supervise all weekend activities (on and off campus).  
• Enforce regulations of the program, including curfews.  
• Report on maintenance issues in student rooms and in common areas.  
• Responsible for supervising the documentation of student progress and producing final reports in consultation with the program administrators.  
• Provide other duties as appropriate and assigned by supervisor.  
• Work with counseling support to care for students in crisis and deescalate situations. 
• Hold professional boundaries with RA/PA/NP staff members and work to build a supportive team. 

Social Pragmatic Specialization

• Attend mandatory training and staff meetings, including PEERs specific training with the social coaching staff.  
• Work with certified PEERs Coach in a co-teaching model with 12 students during the 3:00-4:15 T/Th class period. 
• PEERS Curriculum topics includes Trading Information, Two-Way Conversations, Electronic Communication, Finding a Friend Group and Entering & Exiting Conversations 
• Contribute feedback to final evaluation written by Social Coach 

Required Qualifications & Skills:  

• Bachelor’s degree and/or demonstrated experience working with students with LD/ADHD and/or Autism, with an understanding of executive function/dysfunction. 
• Experience and a genuine commitment/desire to work with high school students. 
• Demonstrated ability to work collaboratively, lead staff members to work together, and to support a positive, growth-oriented working environment are extremely desirable attributes.   
• Candidates should have a strong record of accomplishment as a teacher and/or advisor and a positive attitude, as well as a genuine love of working with high school-aged students of varying academic and developmental levels.  
• Demonstrated understanding of DEIB and an eagerness to learn more and challenge internalized biases. 
• Additionally, RD candidate should be licensed to drive in the United States.  
• This is a dynamic and mobile position.  

Compensation: Resident Directors will receive a stipend of $5000. Other benefits include a private room in HSP student residence hall and meals for the duration of the program contract.  

Program Dates: June 25 – July 31, 2025  

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors with an introduction to college living and learning. This is a great opportunity for high school students to grow academically and socially. Students will attend a skills development course, writing course, elective choice, and activities. By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their living & learning needs. The High School Program includes a Traditional Track and a Social Pragmatics Track. The Social Pragmatics track includes a residential program designed to help students build social pragmatic skills through living on campus and working with Social Coaches, as well as courses to help improve academic skills. Afternoon, evening, and weekend activities combine students from both tracks. Both curricular and co-curricular activities provide opportunities for students to build successful social connections as well as develop strong academic routines and college living strategies. 

 Primary Function: The Resident Assistant (RA) is responsible for providing direction and support to students in the residence halls and during out-of-classroom activities. RA’s also supports the work of the Resident Directors, under the direction of the Residential Program Director and will help assist with social activity design and delivery. The primary work hours are between 2:15 p.m. and 11:15 p.m. during the week, with a rotating schedule on weekends to cover 7 a.m. to 11:15 p.m. During the training period work hours are generally between 9 a.m. and 5 p.m. The work schedule allows for one day off per week as assigned. 

 Specific Responsibilities:  

• Attend mandatory training and staff meetings, including PEERs specific training with the social coaching staff.  
• Work with certified PEERs Coach in a co-teaching model 2 days during the academic week in a support role. 
• Support the preparation of the residence halls for student arrival and residency 
• Attend and participate in all registration and orientation activities for students in the program 
• Support student activities as appropriate during evenings and weekends. 
• Assist in the oversight of the Residence Hall by managing and overseeing a residential wing of approximately 12-20 students, leading floor wing meetings and conducting regular check-ins with residents.  
• Deliver social programming in collaboration with RD’s & program administrators. 
• Provide negotiation & mediation, problem identification, and problem-solving options and skills for students.  
• Respond to emergencies or other crisis situations that occur. 
• Maintain timely communication with Resident Directors and program administrators about all student concerns.  
• Enforce regulations of the program, including curfews. 
• Oversee student participation in on & off campus programming. 
• Report on maintenance issues in student rooms and in common areas.  
• Support the documentation of student progress and the production of final report on every student in the program in consultation with the program administrators.  
• Provide other duties as appropriate and assigned by supervisor.  
• Support social growth and college readiness skills. 
• Work to build a supportive community with students under your purview. 
• Uphold a standard of professional interactions with peers and supervisors. 

Social Pragmatic Specialization

• Attend mandatory training and staff meetings, including PEERs specific training with the social coaching staff.  
• Work with certified PEERs Coach and Resident Deans in a co-teaching model with 12 students during the 3:00-4:15 T/Th class period. 
• PEERS Curriculum topics includes Trading Information, Two-Way Conversations, Electronic Communication, Finding a Friend Group and Entering & Exiting Conversations 
• Contribute feedback to final evaluation written by Social Coach 

 Required Qualifications & Skills:  

• Evidence of understanding Learning Disabilities, ADHD, and Autism  
• Strong verbal and written communication skills as well as strong interpersonal skills.  
• Adaptability to a changing environment that includes working independently as well as a member of a team.  
• Ability to make sound, reasonable decisions and exercise balanced judgment in evaluating situations.  
• Experience working with high school or college aged students in an academic or residential setting.  
• Complete one year of college.  
• Interest in Education, Social Work, Res. Life, or Counseling/Mental Health related career paths is preferred. 
• Ability to successfully pass a criminal background check. 
• This is a dynamic and mobile position. 

Compensation: Resident Assistants will receive a stipend of $3800. Other benefits include a private room in HSP student residence hall and meals for the duration of the program contract. 

Program Dates: June 28 – July 31, 2025

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors with an introduction to college living and learning.  This is a great opportunity for high school students to grow academically and socially. Students will attend a skills development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their living & learning needs. The High School Program includes a Traditional Track and a Social Pragmatics Track. The Social Pragmatics track includes a residential program designed to help students build social pragmatic skills through living on campus and working with Social Coaches, as well as courses to help improve academic skills. Afternoon, evening, and weekend activities combine students from both tracks. Both curricular and co-curricular activities provide opportunities for students to build successful social connections as well as develop strong academic routines and college living strategies.

Primary Function: The Program Assistant (PA) is responsible for assisting health services, faculty, and residential staff with supporting and serving students in the High School Program. PA’s also support the work of the Resident Directors as well as the Academic Director. The primary work hours for this position are between 6:45 a.m. and 4:00 p.m., Monday through Friday, plus Saturday or Sunday as assigned. During the training, work hours are generally from 9 a.m. and 5 p.m. The work schedule allows for one weekend day off per week as assigned. 

Specific Responsibilities: 

• Attend mandatory training & staff meetings.
• Support the preparation of the residence halls for student arrival and residency
• Attend and participate in all registration and orientation activities for students in the program
• Support student activities as appropriate on weekends.
• Support Medications nurses in locating students who have missed scheduled medication appointments.
• Support program administrators/faculty in locating students who may be late for scheduled programming/classes. 
• Support students with waking up and transitioning to required programming in a timely fashion.
• Monitor residence halls during lunch breaks and staff meetings.
• Maintain timely communication with Resident Directors and program administrators about all student concerns. 
• Provide other duties as appropriate and assigned by supervisor.
• Work with a small team to support students.
• Move quickly to complete duties as assigned.

Required Qualifications & Skills: 

• Evidence of understanding Learning Disabilities, ADHD, and Autism. 
• Strong verbal and written communication skills as well as strong interpersonal skills. 
• Adaptability to a changing environment that includes working independently and as member of a team. 
• Ability to make sound, reasonable decisions and exercise balanced judgment in evaluating situations. 
• Experience working with high school or college aged students in an academic or residential setting. 
• High School Diploma, college experience preferred. 
• Ability to successfully pass a criminal background check. 

Compensation & Application Procedure: Program Assistants will receive a stipend of $3000. Other benefits include a private room in HSP student residence hall and meals for the duration of the program contract.

Program Dates: June 28 – July 31, 2025

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors with an introduction to college living and learning.  This is a great opportunity for high school students to grow academically and socially. Students will attend a skills development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their living & learning needs. The High School Program includes a Traditional Track and a Social Pragmatics Track. The Social Pragmatics track includes a residential program designed to help students build social pragmatic skills through living on campus and working with Social Coaches, as well as courses to help improve academic skills. Afternoon, evening, and weekend activities combine students from both tracks. Both curricular and co-curricular activities provide opportunities for students to build successful social connections as well as develop strong academic routines and college living strategies.

Primary Function: 

The Night Proctor (NP) is responsible for monitoring the residence halls during the overnight shift and assisting students and staff as necessary. During the training, work hours are generally from 9 a.m. and 5 p.m.  The primary work hours after training are between 10:45 p.m. and 7:30 a.m. The work schedule allows for one day off per week. 

Specific Responsibilities: 

• Attend mandatory training & staff meetings.
• Support the preparation of the residence halls for student arrival and residency.
• Monitor residence halls from 11:00 p.m. and 7:30 a.m. (including frequent building rounds & curfew enforcement).
• Support an emergent student need, including contacting other professional staff for support.
• Maintain timely communication with Resident Directors and program administrators about all students and building specific concerns.
• Provide other duties as appropriate and assigned by supervisor.

Required Qualifications & Skills: 

• Evidence of understanding of Learning Disabilities, ADHD, and ASD. 
• Strong verbal and written communication skills as well as strong interpersonal skills. 
• Adaptability to a changing environment that includes working independently and as a member of a team. 
• Ability to make sound, reasonable decisions, and exercise balanced judgment in evaluating situations. 
• Experience working with high school or college aged students in an academic or residential setting. 
• Easily adaptable to switching to a primarily nocturnal schedule.
• High School Diploma, college experience preferred. 
• Ability to successfully pass a criminal background check.  

Compensation & Application Procedure: Night Proctors will receive a stipend of $3000. Other benefits include a private room in HSP student residence hall and meals for the duration of the program contract.

Program Dates: July 5 – July 26, 2025

The High School Program (HSP) is a three-week summer program designed to build the skills of rising juniors and senior high school students with learning differences through coursework, activities, experiential learning and development of self-understanding and self-advocacy skills.

The High School Program, Social Pragmatics Track is a three-week summer program designed to build social skills as well as academic skills of high school students with autism and neurodiverse students. The program will run concurrently with the summer program for rising juniors and seniors but will offer separate housing and a smaller faculty/staff to student ratio.

Primary Functions and Clinical Duties:

• The primary working hours for this position Saturdays and Sundays from 8am-6pm for the length of the program.
• Provide clinical care to the students in the program
• Maintain health records
• Maintain communication with parents and prescribers regarding health issues or injuries.
• Make appropriate referral to the Nurse Practitioner in College Health Service
• Meet with 24-hour live-in RN upon arrival to discuss any student illness/injuries or medication questions.

Required Qualifications & Skills:

• Current Vermont Licensure and CPR certification
• Must carry and provide proof of own professional liability insurance.
• Must be familiar with Clinical guidelines determined by the Nurse Practice Act and Board of nursing.
• Experience with mental health diagnoses and learning differences is a plus.

Compensation and benefits:

A stipend commensurate with experience and qualifications

Program Dates: July 5 – July 25, 2025 (additional dates required for training) 
This position requires evening hours from 7 – 9:30 p.m. Monday through Thursday July 8-July 25

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors an introduction to college living and learning.  This a great opportunity for high school students to grow academically and socially. Students will attend a skills development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocates for their academic needs. 

The academic portion of the High School Summer Program is designed to introduce  students to a curriculum that is developmentally appropriate, relevant, and engaging.   Instructors are encouraged to be creative and innovative in both pedagogy and curriculum to meet the needs of a diverse group of students.

The program curriculum is separated into three segments of course work: a study skills course that will provide a foundation for other coursework and activities in the program; a writing class that covers the basics of good writing; and general electives that will provide students with an opportunity to apply what they learn in both the core and the writing class.  Students take these three academic courses each weekday, and each course meets for 1 hour and 15 minutes.  

The purpose of academic preparation is to provide students with a structured time each night, to complete classroom assignments from each day’s class. The coordinator will strive to develop a culture that demonstrates to students how learning can be fun and is encouraged to work with academic director, staff, and instructors to maximize this philosophy.

Proctors are responsible for providing supportive instruction and course-related support to students enrolled in the High School Program. Academic Prep proctors will help students with completing their work, especially writing papers, and encourage them to stay on task, while also maintaining quiet conditions in the workspaces.

SPECIFIC RESPONSIBILITIES:

• Attend scheduled meetings for proctors, including an orientation session.
• Provide instruction and support to students in study atmosphere.
• Provide students with supplemental instruction as needed, especially regarding individualizing a writing process.
• Reinforce student awareness of learning style and knowledge of academic strengths.
• Communicate when appropriate with the Academic Director regarding student difficulties.
• Communicate with program administrators regarding disruptive student behaviors during Academic Prep.

Required Qualifications and Skills: Essential qualifications include bachelor’s degree and/or demonstrated experience working with students with LD/ADHD and/or Autism, including those with executive function difficulties; experience and a genuine commitment/desire to work with high school students; Demonstrated ability to work collaboratively and to support a positive working environment are extremely desirable attributes.  Candidate should have a strong record of accomplishment as a teacher and/or advisor and a positive attitude, as well as a genuine love of working with high school-aged students of varying academic and developmental levels.

Physical Demand: The work is sedentary. Typically, the employee may sit comfortably to do the work.  However, there may be some walking, standing, bending, carrying of light items such as papers, books, small parts.  Some repetitive motions performed in typing and word processing.  No special physical demands are required to perform the work.

Working Conditions: General office and campus conditions.  The work environment involves everyday risks or discomforts, which require normal safety precautions typical of such places as offices, meeting and classroom and libraries.  The work area is adequately lighted, heated, and ventilated.

Compensation:  Total stipend of $1,100.  

Program Dates: July 5 – July 26, 2025 (additional dates required for training and wrap up) 

The Summer High School Program is three weeks in length and provides rising high school juniors and seniors an introduction to college living and learning.  

The academic portion of the Summer High School Program is designed to introduce students to a curriculum that is developmentally appropriate, relevant, and engaging.  All the courses are designed with high school students in mind and explore skills and strategies for college-level work. Instructors are encouraged to be creative and innovative in both pedagogy and curriculum to meet the needs of a diverse group of students. Courses are one hour and fifteen minutes each day with the learning lab meeting (also one hour and fifteen minutes) two days a week. Students’ daily schedules include three courses: the Blueprint for Learning Seminar course (with a learning lab focused on Executive Functioning skills), a writing course, and an elective choice. By the end of the program, students will have discovered new tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their learning needs. 

The Blueprint for Learning Seminar is our required developmental course that provides a foundation for other coursework and activities in the program.  This course will explore the science and art of learning and covers such topics as working memory, motivation, perception, learning styles, growth mind set, and attention. Strategies introduced include note-taking, active reading, test taking, and organizational skills. The focus is on fostering self-understanding that leads to self-advocacy and self-confidence. In addition, students will have an opportunity to apply and practice the executive functioning skills taught in this course in a workshop-style learning lab two days a week. The Social Pragmatic Track version of the Blueprint for Learning course will include aspects of the PEERS curriculum taught by our social coaches two days a week. 

Blueprint for Learning Lab Description:  

This learning lab will take place two days a week (Tuesdays and Thursdays) from 3:00-4:15 for a total of six sessions. This lab orients students to elements of executive functioning, goal setting, and self-assessment introduced in the seminar course. It’s an opportunity to synthesize all course work and new skills and strategies. Guided support will also be provided with executive functioning skills such as homework completion, digital communication, and managing time and academic projects. 

Specific Responsibilities: 

• Provide opportunities for guided support, practice, and application for executive functioning skills taught in the Blueprint for Learning Seminar course 
• Collaborate with Academic Director, other program instructors, and staff to design and deliver effective academic curricula 
• Attend planning sessions during orientation days and post-program debriefings 
• Understand the Executive Functioning model and other frameworks used throughout in the program 
• Be responsible for assisting students with individual goal work and a written self-reflection at end of program 
• Communicate with the Academic Director and other administrators regarding student difficulties 

Required Qualifications and Skills: Essential qualifications include bachelor’s degree and/or demonstrated experience teaching students with LD/ADHD and/or Autism, including those with executive function difficulties; experience and a genuine commitment/desire to work with high school students; ability to practice effective classroom management skills and serve as a role model. Familiarity with Canvas course management system a plus. Instructors in this program should be highly effective classroom managers with strong interpersonal and communications skills. Furthermore, instructors should possess a genuine love of working with high school-aged students of varying academic and developmental levels. 

Physical Demand: The work is sedentary.  Typically, the employee may sit comfortably to do the work. However, there may be some walking, standing, bending, carrying of light items such as papers, books, small parts. Some repetitive motions are performed in typing and word processing.  No special physical demands are required to perform the work. 

Working Conditions: General office and campus conditions.  The work environment involves everyday risks or discomforts, which require normal safety precautions typical of such places as offices, meeting rooms, classrooms and libraries.  The work area is adequately lighted, heated, and ventilated. 

Compensation: Total stipend is $960.  Section assignments depend on enrollment and program needs. 

Program Dates: July 6– July 26, 2025

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors an introduction to college living and learning.  This a great opportunity for high school students to grow academically and socially. Students will attend a development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocates for their needs. 

The academic portion of the High School Summer Program is designed to introduce students to a curriculum that is developmentally appropriate, relevant, and engaging.   Instructors are encouraged to be creative and innovative in both pedagogy and curriculum to meet the needs of a diverse group of students.

The program curriculum is separated into three segments of course work: a study skills course that will provide a foundation for other coursework and activities in the program; a writing class that covers the basics of good writing; and general electives that will provide students with an opportunity to apply what they learn in both the core and the writing class.  Students take these three academic courses each weekday, and each course meets for 1 hour and 15 minutes.  

The File Reviewer will review accepted student files to assess and assign students to academic classes. 

Specific Responsibilities:

• In collaboration with the Academic Director and the Senior Director of STPs, review admission file and placement assessment for students attending the program  
• Complete a file review sheet for each file reviewed and indicate course preferences, placement level, and program goals
• Contact students for which we have yet to receive placement assessment and/or course preference form in order to obtain these documents
• Assist Academic Director with processing of student’s course registration 

This position will require approximately 30 – 35 hours of work during the weeks leading up to the High School Summer Program, from April 28 until June 27. Files must be reviewed in the Admissions Building at Landmark College and must not be removed from the admissions Building.

Required Qualifications and Skills: Essential qualifications include bachelor’s degree and/or demonstrated experience working with students with LD/ADHD and/or Autism, including those with executive function difficulties; experience and a genuine commitment/desire to work with high school students; Demonstrated ability to work collaboratively and to support a positive working environment are extremely desirable attributes.  Candidate should have a strong record of accomplishment as a teacher and/or advisor and a positive attitude, as well as a genuine love of working with high school-aged students of varying academic and developmental levels.

Physical Demand: The work is sedentary. Typically, the employee may sit comfortably to do the work.  However, there may be some walking, standing, bending, carrying of light items such as papers, books, small parts.  Some repetitive motions performed in typing and word processing.  No special physical demands are required to perform the work.

Working Conditions: General office and campus conditions.  The work environment involves everyday risks or discomforts, which require normal safety precautions typical of such places as offices, meeting and classroom and libraries.  The work area is adequately lighted, heated, and ventilated.

Compensation:  Total stipend of $1,400.  

Program Dates: July 5 – July 26, 2025 (additional dates required for training and wrap up) 

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors an introduction to college living and learning.  This is a great opportunity for high school students to grow academically and socially. Students will attend a development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their needs. 

The academic portion of the High School Summer Program is designed to introduce students to a curriculum that is developmentally appropriate, relevant, and engaging.   Instructors are encouraged to be creative and innovative in both pedagogy and curriculum to meet the needs of a diverse group of students.

The program curriculum is separated into three segments of course work: a study skills course that will provide a foundation for other coursework and activities in the program; a writing class that covers the basics of good writing; and general electives that will provide students with an opportunity to apply what they learn in both the core and the writing class.  Students take these three academic courses each weekday, and each course meets for 1 hour and 15 minutes. 

Specific Responsibilities:

• Provide instruction and course-related support to students 
• Design and implement lesson plan consistent with goals and outcomes of High School Summer Program 
• Collaborate with Academic Director, other program instructors, and staff to design and deliver effective academic curricula
• Attend scheduled meetings of instructors and staff, including planning session, instructor orientation sessions, regular instructors’ meetings, and post-program debriefings
• Generate course syllabus
• Facilitate student participation and manage learning activities
• Provide students with supplemental instruction as needed
• Communicate to program administrators regarding disruptive student behaviors in and out of the classroom.
• Assess student performance using end-of-session reports outlining students’ academic strengths and areas for future development
• Communicate when appropriate with administrators regarding student difficulties

Required Qualifications and Skills: Essential qualifications include bachelor’s degree and/or demonstrated experience working with students with LD/ADHD and/or Autism, including those with executive function difficulties; experience and a genuine commitment/desire to work with high school students; ability to practice effective classroom management skills and serve as a role model. Familiarity with Canvas course management system a plus. The candidate should be highly effective classroom manager with strong interpersonal and communications skills, as well as a genuine love of working with high school-aged students of varying academic and developmental levels.

Physical Demand: The work is sedentary.  Typically, the employee may sit comfortably to do the work. However, there may be some walking, standing, bending, carrying of light items such as papers, books, small parts. Some repetitive motions are performed in typing and word processing.  No special physical demands are required to perform the work.

Working Conditions: General office and campus conditions.  The work environment involves everyday risks or discomforts, which require normal safety precautions typical of such places as offices, meetings and classroom and libraries.  The work area is adequately lighted, heated, and ventilated.

Compensation: $5,200 for 3 sections, $3,800 for 2 sections and $2,400 for 1 section. Section assignments depend upon enrollment and program needs.

Program Dates: July 5 – July 26, 2025 (additional dates required for training and wrap up) 

The High School Summer Program is three weeks in length and provides rising high school juniors and seniors an introduction to college living and learning.  This a great opportunity for high school students to grow academically and socially. Students will attend a development course, writing course, elective choice, and activities.  By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocates for their needs. 

The academic portion of the High School Summer Program is designed to introduce students to a curriculum that is developmentally appropriate, relevant, and engaging.   Instructors are encouraged to be creative and innovative in both pedagogy and curriculum to meet the needs of a diverse group of students.

The program curriculum is separated into three segments of course work: a study skills course that will provide a foundation for other coursework and activities in the program; a writing class that covers the basics of good writing; and general electives that will provide students with an opportunity to apply what they learn in both the core and the writing class.  Students take these three academic courses each weekday, and each course meets for 1 hour and 15 minutes. There will also be a learning lab two days a week for executive functioning work.

The writing courses in the High School Summer Program introduce the elements that make up good writing: coherent thinking, expressive presentation, and strong organization.  Students have the option to select a writing course that meets their interests: 

Course Descriptions: 

1. Writing & Research: For students who are comfortable with the basics of essay writing, this course introduces students to the requirements and expectations of college-level writing. Students will learn how to structure and develop essays for college, including how to write research papers with in-text citations and lists of sources. Writing & Research will focus on active reading and on opportunities to research and write the research essay. Students will write two or more essays. The first essay will be a description of and reflection on one or more personal adventures of special significance. The second essay will concentrate on an investigation and analysis of a journey of historical importance.
2. Writing the College Essay: Writing that is clear, honest, concise, and persuasive is a general requirement for academic success at the college level, and it is what colleges look for in application essays. Students will be introduced to the goals and structures of personal and persuasive writing and will work to develop a personalized and strategic approach to their own writing process. Using prompts typically found on college applications, students will write an essay that can be used as a model for their own college application essay.
3. Writing with Confidence: For many students, producing writing on a deadline is a challenge. This course is designed for students who find it difficult to generate effective writing in an academic setting despite their honest efforts to do so. By focusing on structure, process, and self-understanding, students can develop strategies and approaches to increase their success. High interest topics and assignments are designed to engage students and to encourage them to find meaningful connections to their writing.

Specific Responsibilities for Writing Instructors

• Design and implement lesson plan consistent with goals and outcomes of High School Program session.
• Collaborate with Academic Director, other program instructors, and staff to design and deliver effective academic curricula.
• Attend scheduled meetings of instructors and staff, including planning sessions, instructor orientation sessions, regular instructor meetings, and post-program debriefings.
• Generate course syllabus.
• Provide instruction and course related support, facilitate student participation, and manage learning activities.
• Provide students with supplemental instruction as needed.
• Communicate to program administrators regarding disruptive or concerning student behaviors in and out of the classroom.
• Communicate with the Academic Director and other administrators regarding student difficulties.
• Assess student performance using end-of-session written reports to individual students outlining their academic strengths and areas for further development.

Required Qualifications and Skills: Essential qualifications include a bachelor’s degree in English or related field.  Experience teaching students with LD/ADHD and/or Autism, including those with executive function difficulties is preferred; experience and a genuine commitment/desire to work with high school students; ability to practice effective classroom management skills and serve as a role model. Familiarity with Canvas course management system a plus. Instructors in this program should be highly effective classroom managers with strong interpersonal and communications skills. Furthermore, instructors should possess a genuine love of working with high school-aged students of varying academic and developmental levels.

Physical Demand: The work is sedentary.  Typically, the employee may sit comfortably to do the work.  However, there may be some walking, standing, bending, carrying of light items such as papers, books, small parts.  Some repetitive motions performed in typing and word processing. No special physical demands are required to perform the work.

Working Conditions: General office and campus conditions.  The work environment involves everyday risks or discomforts, which require normal safety precautions typical of such places as offices, meeting and classroom and libraries.  The work area is adequately lighted, heated, and ventilated.

Compensation: $5,200 for 3 sections, $3,800 for 2 sections and $2,400 for 1 section. Section assignments depend upon enrollment and program needs.

Program Dates: July 5 – July 26 (additional dates required for training and wrap up) 

The Summer High School Program is three weeks in length and provides rising high school juniors and seniors an introduction to college living and learning. 

The academic portion of the Summer High School Program is designed to introduce students to a curriculum that is developmentally appropriate, relevant, and engaging.  All the courses are designed with high school students in mind and explore skills and strategies for college-level work. Instructors are encouraged to be creative and innovative in both pedagogy and curriculum to meet the needs of a diverse group of students. Courses are one hour and fifteen minutes each day with the learning lab meeting (also one hour and fifteen minutes) two days a week. Students’ daily schedules include three courses: the BLUEprint for Learning Seminar course (with a learning lab focused on Social Pragmatics or Executive Functioning), a writing course, and an elective choice. By the end of the program, students will have discovered new tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocate for their learning needs.

The BLUEprint for Learning Seminar is our required developmental course that provides a foundation for other coursework and activities in the program.  This course will explore the science and art of learning and covers such topics as working memory, motivation, perception, learning styles, growth mind set, and attention. Strategies introduced include notetaking, active reading, test taking, and organizational skills. The focus is on fostering self-understanding that leads to self-advocacy and self-confidence. In addition, students will have an opportunity to apply and practice the skills taught in this course in a workshop-style learning lab two days a week. The Social Pragmatic Track version will include aspects of the PEERS curriculum.

BLUEprint for Learning Lab Description: 

This learning lab will take place two days a week (Tuesdays and Thursdays) from 3:00-4:15 for a total of six sessions.

• Social Pragmatic Track: This lab will reinforce the PEERS curriculum from the seminar course and give students time to practice and apply relational skills. Social coaches will provide feedback and support with interpersonal goals. Guided support will also be provided with executive functioning skills such as homework completion, digital communication, and managing time and academic projects.
• Traditional Track:  This lab orients students to elements of goal setting and self-assessment introduced in the seminar course. It’s an opportunity to synthesize all course work and new skills and strategies. Guided support will also be provided with executive functioning skills such as homework completion, digital communication, and managing time and academic projects.

Specific Responsibilities:

• Provide opportunities for guided support, practice, and application for executive functioning skills taught in the BLUEprint for Learning Seminar course
• Collaborate with Academic Director, other program instructors, and staff to design and deliver effective academic curricula
• Attend planning sessions during orientation days and post-program debriefings
• Understand the Executive Functioning model used throughout in the program
• Be responsible for assisting students with individual goal work and a written self-reflection at end of program
• Communicate with the Academic Director and other administrators regarding student difficulties

Required Qualifications and Skills: Essential qualifications include bachelor’s degree and/or demonstrated experience teaching students with LD/ADHD and/or Autism, including those with executive function difficulties; experience and a genuine commitment/desire to work with high school students; ability to practice effective classroom management skills and serve as a role model. Familiarity with Canvas course management system a plus. Instructors in this program should be highly effective classroom managers with strong interpersonal and communications skills. Furthermore, instructors should possess a genuine love of working with high school-aged students of varying academic and developmental levels.

Physical Demand: The work is sedentary.  Typically, the employee may sit comfortably to do the work. However, there may be some walking, standing, bending, carrying of light items such as papers, books, small parts. Some repetitive motions are performed in typing and word processing.  No special physical demands are required to perform the work.

Working Conditions: General office and campus conditions.  The work environment involves everyday risks or discomforts, which require normal safety precautions typical of such places as offices, meetings and classroom and libraries.  The work area is adequately lighted, heated, and ventilated.

Compensation: Total stipend is $960.  Section assignments depend on enrollment and program needs.