Academies Faculty

Thrive Scholars; Los Angeles (CA); On-site; USD 15,750 - 19,250; Full time

Job summary

An educational nonprofit organization is seeking faculty for their Summer Academy in Los Angeles. This full-time, temporary position involves teaching math or writing to high school seniors. Responsibilities include assessing student performance, providing feedback, and collaborating with academic staff. A master's degree in a relevant field and several semesters of teaching experience are required. This role provides an enriching opportunity to support high-achieving, under-resourced students in their college preparation journey.

Qualifications

• Master’s degree in humanities or social sciences, preferably in English, Writing, Literacy, or Communications.
• At least four semesters of teaching experience as the Instructor of Record in a college or university.
• Demonstrated commitment to teaching a diverse, historically marginalized community.

Responsibilities

• Teach two sections of math or writing, focusing on college success skills.
• Provide regular feedback to students and evaluate their progress.
• Collaborate with academic coordinators and faculty members.

Skills

Proficiency using educational technology platforms

Advanced proficiency in oral and written communication

Demonstrated ability to design learning experiences

Education

Master’s degree in relevant field

ABD, Ed.D., or Ph.D preferred

Tools

Canvas

Slack

Google Office Suite

Job description

Employment Type: Temporary, Full-time, Exempt

Compensation and Benefits: $17,500 for program duration (see dates below)

The Program: Summer Academy - Residential & Commuter

Summer Academy has long been the keystone of Thrive Scholars’ Six-Year Program, offering a signature summer experience through intensive college-preparatory courses taught by college instructors. Thrive’s current strategic direction builds on the success of our residential Summer Academy to expand our impact by establishing commuter-based Academies in cities across the United States. We launched our first two commuter programs in Los Angeles and New York City in 2024 and Chicago in 2025, while simultaneously continuing to offer the residential Summer Academies for Scholars who do not have an academy in their community. We expect to continue extending our reach to other cities in the coming years.

The Students

Our students are high-achieving, including first-generation college-goers from under-resourced communities, with an average high school GPA of 3.9 on a 4.0 scale. They are eager to learn, inquisitive, and highly motivated to succeed. In general, they see themselves as good students who perform well in school and are determined to live up to that expectation. When scholars attend their first summer academy, whether commuter or residential, they are a rising high school senior.

The Opportunity

This full-time, seasonal faculty position involves teaching two sections of either math or writing (up to 35 students each), with a focus on developing students' skills for college success. Faculty at our residential Summer Academy will be expected to live on campus, while faculty at our commuter Summer Academies will commute daily to the program's location. The role requires a commitment of 35–40 hours per week, Monday through Friday, including teaching, grading, and preparation time. Each class meets for 2 hours and 45 minutes, blending faculty-led instruction with hands-on, collaborative work. Faculty will have the support of one Teaching Assistant (TA), selected with Thrive Scholars' approval or identified by Thrive. Writing courses include Introduction to Creative and Expository Writing, while math courses are expected to include Pre-Calculus, Calculus I, and Calculus 2. Final determination of math levels during the 2026 Summer Academies is to be determined based on student demand.

• Availability: Present for the entire program, including orientation, training, daily course time, faculty meetings, and up to 4 hours of office hours each week.
• Collaboration: Collaborate professionally with Academic Coordinators, other faculty and staff members, and all Thrive and campus staff. This includes demonstrating respect and fostering positive, productive interactions with colleagues and staff before and throughout the program.
• Evaluation and Feedback: Faculty are expected to provide regular feedback to students throughout the program. This includes observing and addressing each student's progress, offering constructive feedback to reinforce strengths, and guiding improvement in areas needing growth. Faculty should also be available to discuss student progress and address questions during office hours or scheduled meetings. As part of end-of-program responsibilities, faculty will contribute to formal evaluations and provide final feedback letters for each student.
• Flexibility and Adaptability: This program is an intensive, immersive experience. Faculty members are expected to be flexible and adapt to the evolving needs of the program, which may include schedule adjustments, additional responsibilities, or unexpected student needs. Thrive Scholars seeks faculty who are solution-oriented, responsive to feedback, and committed to providing an exceptional experience for each student.
• Pre-Summer: Participate in scholar open house, virtual onboarding, and on-campus orientation. Prepare your courses thoroughly; although some preparation time will be provided after the program begins, the expectation is that most course preparation is complete by the program start date.
• Key Project (Summer 1 Writing Only): Faculty are expected to lead students through the iterative drafting process for a response to a Common Application prompt. This project will serve both as the post-assessment for the writing course and a launchpad for Scholars’ college applications in the fall. Faculty should guide students in crafting thoughtful, compelling responses, providing feedback and support throughout the drafting process.
• Math Course Preparations: Math faculty are expected to be comfortable teaching multiple math levels (e.g, Pre-Calculus, Calculus 1, and Calculus 2), and may be expected to teach 1 or 2 levels – depending on course demand at each site.
• Scholar Assessment: Administer and score required, standardized pre‑ and post‑assessments aligned with Thrive program outcomes. Assessments will be reviewed and graded prior to the program start date.
• Teaching Assistant Management: Oversee and support the teaching assistant assigned to your course. This includes delegating tasks appropriately, providing mentorship, and ensuring the teaching assistant contributes effectively to student learning outcomes.
• Technology Requirements: Faculty should be proficient in using educational technology platforms for grading, administering assessments, and communicating with students, including but not limited to Canvas and Slack.

*The list of typical duties & responsibilities is intended to be representative of the tasks performed by this position. The omission of an essential function does not preclude Thrive Scholars from assigning duties not listed herein if such functions are a logical assignment to the position.

Qualifications and Experience

Minimum Qualifications:

• Writing Faculty: Master’s degree in humanities or social sciences, preferably in English, Writing, Literacy, or Communications, from an accredited college or university.
• Math Faculty: Master’s degree in Mathematics, Computer Science, or Engineering from an accredited college or university.
• At least four semesters of teaching experience as the Instructor of Record in a college or university in a credit‑bearing course.
• Proficiency using Canvas (or similar learning management systems), Slack, and Google Office Suite
• Demonstrated ability to design and implement learning experiences and exercises that support curriculum goals and learning objectives.
• Advanced proficiency in both oral and written communication.
• Demonstrated commitment to and experience with teaching a diverse, historically marginalized community.
• Authorization to work in the United States.

Preferred Qualifications:

• ABD, Ed.D., or Ph.D from an accredited college or university.
• Current college/university faculty (any rank) with a successful record of teaching writing or mathematics‑based courses in a selective college setting.
• Demonstrated success in teaching high school students or first‑year college students.
• Math faculty only: Proficiency using XYZ Homework

Compensation, Benefits and Program Dates

Faculty are temporary, full-time, exempt staff who teach and support program activities. Compensation varies by site, session, and program type.

NOTE: The dates listed below are subject to change. All faculty will officially start employment on May 11 for virtual training and preparation. Employment end dates will typically be up to 1 week following the in‑person program end date. Onsite dates will be shared as they are finalized.

University of Southern California – Commuter

• Employment Dates: May 11 - August 7
• Class Session Dates: June 22 - July 31

Working Environment & Physical Requirements

The physical demands described here are representative of those that must be met by a seasonal employee to successfully perform the essential functions of this role:

• Frequent sitting, talking and listening and occasional walking, bending, stooping, and pulling
• Handle and operate computers, tools or controls
• Occasionally lift and/or move up to 25 pounds
• See clearly in an indoor and outdoor environment
• Work in an indoor classroom environment that may not have air conditioning in the summer
• Travel off campus (transportation will be provided and advance notice will be given if required)
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.