Night Shift Coding Bootcamp Instructor Jobs (NOW HIRING)

Thank you for considering a career with the Research Foundation of The City University of New York (RFCUNY).
The team at RFCUNY is made up of dedicated, talented professionals committed to providing the services that allow CUNY researchers, faculty, and staff to focus on their intellectual curiosity and scientific discoveries.
We are pleased that you are interested in exploring opportunities to join RFCUNY.
Primary Location:
BOROUGH OF MANHATTAN C. C.
Bargaining Unit:
No
About the NYC Tech Talent Pipeline (TTP)
TTP is a public-private partnership, launched by the Mayor's Office in May 2014 to support the growth of the NYC tech sector and prepare New Yorkers across the five boroughs for 21st-century jobs. The Tech Talent Pipeline works with public and private partners to define employer needs, develop and test training and education solutions, and scale solutions throughout New York City, delivering quality talent for the City's businesses and quality jobs for New Yorkers.
The Tech Talent Pipeline Residency (TTPR), a training and internship placement program for a cohort of computer science undergraduates of CUNY BMCC, is seeking an experienced Fullstack Web Development Lead Teaching Assistant to deliver specialized software engineering support in the form of a software engineering coding bootcamp for TTPR. This role is ideal for individuals who possess a deep passion for teaching and a commitment to expanding access to the tech industry. This position is available as of April 2026, and will be terminated at the end of the funding period. We will also be hiring: 1 Lead Instructor, 4 Teaching Assistants, and 2 Peer Tutors.
Anticipated Start: 1 June 2026
Anticipated End: 21 August 2026
Program Supported: TTP Residency @ BMCC
Reports To: TTPR Program Manager
Weeks (12)
Week 1: Warp, Cursor, Claude Code + HTML/CSS/JS/Git (Solo Git)
Week 2: Codex, Claude Cowork + HTML/CSS/JS/Git (Collaborative Git)
Week 3: ReactJS + APIs
Week 4: Server
Week 5: Database
Week 6: Client-Side Routing + Review
Week 7: CRUD (Solo) + Deployment + Security
Week 8: Capstone I (Groups of 4)
Week 9: Capstone II (Groups of 4)
Week 10: Capstone III (Groups of 4)
Week 11: Capstone III (Groups of 4)
Week 12: Capstone III (Groups of 4) + Demo Day
Lead Teaching Assistant Duties
• Lead or co-lead lecture if Instructor is out
• Record attendance
• Live code if lecture requires pair programming
• Manage help ticket board
• Function as scrum master for half of capstone projects per capstone project
Instructional Staff Standard Duties
• Review the material to prepare for help tickets
• Provide resources to students for technical knowledge and technical skillset support
• Complete help tickets for troubleshooting: tool installation, tool configuration, problem-solving related to in-class assignments, homework assignments, or capstone projects
• Identify blockers for a student's project
• Guide students to verbalize their thought process
• Unblock students through advisement, technical project management techniques, or by escalating to another instructional staff member
• Function as a scrum master for capstone projects and also contribute to brainstorming about frontend design, file structure, and project scope (you might be asked to diagram on a whiteboard when in-person or a digital whiteboard when remote)
• Participate in 1 weekly sync up meeting with the instructional staff by default, and with the program manager if available
• Review if a classwork or homework submission was submitted with: a link, an accessible link, a link to the proper project, time of last commit, sum of commits, and amount of commits per group member (use Trello?)
• Hold a mandatory office hour M-Th (no office hour on Friday) (two thirty-minute segments)
• Track individual aggregate contributions at the end of each capstone project by commit history, by copying and pasting it into an internal document
• Flag areas of improvement in student progress within an internal document
• Proctor monthly quiz with assigned students
• Conduct exit interview with assigned students
Other Duties and Expectations:
- Improvising deadlines (including if polling the students is the best way to adjust)
- Improvising the agenda/schedule/EOD announcements, especially on or around challenging topics or demo day, or any mandatory staff member-trainee pair programming/office hour/code review
- Improvising, for example, by adapting support dynamically; for example, if inbound help tickets drop to zero during capstones, shifting to a proactive, outbound model by regularly checking in and providing support across all groups on a consistent, responsive cadence
- Building students' self-efficacy
- Guiding students through the pace and intensity of a bootcamp
- Facilitating capstone topic ideation
- Developing students' first-principles programming skills alongside AI-assisted approaches, balancing foundational understanding with practical outcomes
- Clarifying the limitations of third-party APIs
- Supporting students in intermediate capstone concepts and implementations, including but not limited to: WebSockets, task scheduling (cron jobs), service workers for offline/background syncing, throttling, debouncing, caching, WebRTC, pagination, filters, sorts, searches, etc.
REQUIRED SKILLS
• A degree or alternative education in computer science or related fields
• Experience delivering computer science or software engineering instruction (including live debugging), or substantial professional software engineering experience that demonstrates equivalent (or greater) capability
• Proficient in fullstack web development (HTML, CSS, JavaScript, Node, Express, React, Redux, Relational DBMS, ORMs)
• Proficient in developer tools such as CLI/Terminal, Postman, VS Code, Postico, pgAdmin
• Proficient in a project management tool(s) such as Jira, ClickUp, Monday, Asana, Notion, or Trello
• Proficient in industry-standard Git workflows and GitHub (GitHub Projects, GitHub Pages)
• Proficient in developer operations as it pertains to CI/CD and/or deployment/hosting using Netlify and/or Vercel
• Familiarity with: implementation details of Open Authorization protocol
PREFERRED SKILLS
• Prior experience working at a Software Engineering/Cybersecurity/Data Science Bootcamp, an instructional (technical) role in a CUNY or CUNY-related program, or as a collegiate adjunct for a computer science course
• Familiarity with: Figma, Lucidchart, Tailwind, Bulma, Rate Limiting, Hashing/Salting, CORS
• Familiarity of: AWS/GCP/Azure, Firebase, UI/UX principles, React Native, TypeScript
DESIRED SKILLS
• Prior experience as an apprentice, intern, freelance, associate, junior, or senior software engineer
• Prior experience as a or in: solutions engineer, sales engineer, quality assurance, quality engineer, software development engineer in test (SDET), scrum master, or UI/UX and Graphic Design & Digital Design
• Prior experience in other fields such as but not limited to: Data Engineering, Data Science,
Cybersecurity, Artificial Intelligence
• Prior experience with: hackathons, open-source contribution, bug bounties, published scholarly works and research, computer science degree, TA/SI equivalent during undergraduate or graduate studies
We value candidates who understand and connect with the experiences of students in public and access-focused higher education systems (CUNY), whether through their own academic background or professional work. The ideal candidate has a background in the training model we use (web development coding bootcamp flagship graduate or web development coding bootcamp flagship instructor) along with the specific technology stack that we train (PERN) and has held the role of a professional Junior Software Engineer with directly relevant hands-on work experience. If your experience doesn't perfectly match but you believe you'd be a strong fit, we encourage you to apply.
Examples of bugs you should be able to troubleshoot:
1: A student says: "node -v isn't working" and you inform them that nodeJS is not yet installed.
2: A student is running their client code on one local server (Port 3000) and their backend code on another local server (Port 1234). With respect to Port 3000, they make an AJAX request through their browser to the local server on Port 1234. The student receives a CORS error. They send the same request through Postman. The student does not receive a CORS error. They put in a help ticket to have a thorough understanding of why this is happening, as well as some possible solutions (forward proxy or whitelisting).
3: A student puts in a help ticket to install postgres on a device running Mac OS. Another student puts in a help ticket to install postgres on a device running Windows OS.
4: A student wants to practice responsive web design, so they take ownership of some open issues on their GitHub project management board for it. They accidentally use a media feature incorrectly such as using min-width versus max-width. You must be able to help them identify this mix up, and provide a solution as to why the style never applied to the intended screen, in a constructive and effective way.
5: A student sets up Okta's Auth0, however the first login fails despite it working upon refresh. It is up to you to discuss with the student, articulate the solution, and if necessary, share the working code.
6: A student puts in a help ticket that just reads as "getting error: detached HEAD state, please help in breakout room 8". You should be able to explain to them git's provided auto-message describing what a detached HEAD state is, that it does not classify as an error, and what is actually happening. Further, you should be able to explain when it is useful and when it is not useful for a student's immediate purposes, especially if they reached that point in the terminal inadvertently. Be able to explain to them that their pointer is pointing to a commit and not to a branch, how that differentiation is operationally relevant, and how to configure the pointer to point back to a branch if that is their intention.
7: A student is making a POST request through Postman. Turns out, they are using "body -> raw -> Text" when they are in fact trying to send the JSON representation of their React Form stored on React State. This is confusing to them, because they are not getting an error, just a blank response displaying on Postman. Everything looks fine, nothing crashes, but it is a silent bug. Server-side, express is configured such that: "app.use(express.json())" for parsing request bodies. From here, you should be able to debug with them such that they instead use ""body -> raw -> JSON" in order for the request to be properly formatted for their purposes, resulting in what they initially anticipated to see from a successful request-response 'cycle' through Postman.
8: A student understands how to use git stash and git stash apply as a tool, but they do not fully understand what's happening under-the-hood. They just 'have a feeling' of when to use them, and have so far been right each time, but they would like to 'have an understanding' of it in a first-principles way. You should be able to explain to them that "git stash" takes a snapshot and hides it off-branch and then "git stash apply" replays that snapshot as a patch onto current code. You do not need to go into how the stash is a stack, but just provide the clear reasoning about its use case.
9: Be able to extensively explain either during lecture, a help ticket, or an office hour about the distinct 'zones' in git such as: working directory, staging area, local repository, and remote repository, especially if a student either is trying to run a terminal command not applicable to that particular zone or if a student wonders why they have to still do "git pull" after pushing to the remote branch and merging onto main on the remote repository. They should be able to both execute the workflow and understand it, through you.
Run-through of Project Appointment
A Holiday (Juneteenth and Observation of Independence Day)
• 0 work
• 0 classes
• Applicable holiday benefits
Monday - Thursday (June 1 to August 21): Modality = BMCC Campus
Fridays (June 1 to August 21): Modality = Remote (Demo Day will be at BMCC Campus)
A Non-Capstone Monday, Tuesday, Wednesday, Thursday (June 1 to July 17):
• 10:00AM - 12:00PM: Lecture (attendance taken at 10:15AM by Lead Teaching Assistant)
• 12:00PM - 1:00PM: Lunch
• 1:00PM - 3:50PM: Project Work + Help Tickets
• 3:50PM - 4:00PM: EOD Announcements
• 4:00PM - 4:30PM: Mandatory "Office Hour" w/Student A
• 4:30PM - 5:00PM: Mandatory "Office Hour" w/Student B
• 5:00PM - 6:00PM: Survey/Quiz Prep
A Non-Capstone Friday (June 1 to July 17):
• 10:00AM - 12:00PM: Lecture (attendance taken at 10:15AM by Lead Teaching Assistant)
• 12:00PM - 1:00PM: Lunch
• 1:00PM - 3:00PM: Project Work + Help Tickets
• 3:00PM - 4:00PM: EOW Weekly Instructional Staff Meeting
• 4:00PM - 5:00PM: Project Work + Help Tickets (without teaching assistants and peer tutors)
• 5:00PM - 6:00PM: Survey/Quiz Prep
A Capstone Monday, Tuesday, Wednesday, Thursday (July 20 to August 20):
• 10:00AM - 12:00PM: Project Work + Help Tickets (attendance taken at 10:15AM by Lead Teaching Assistant)
• 12:00PM - 1:00PM: Lunch
• 1:00PM - 1:15PM: Daily Standup
• 1:15PM - 3:45PM: Project Work + Help Tickets
• 3:45PM - 4:15PM: Pair Programming or Code Review (Frontend) (Becomes optional in final project)
• 4:15PM - 4:45PM: Pair Programming or Code Review (Backend) (Becomes optional in final project)