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Summer Rising Jobs in California (NOW HIRING)

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How much do summer rising jobs pay per hour?

As of Jun 10, 2026, the average hourly pay for summer rising in California is $20.05, according to ZipRecruiter salary data. Most workers in this role earn between $15.91 and $25.14 per hour, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as a Summer Rising Program Staff Member, and why are they important?

To thrive as a Summer Rising Program Staff Member, you typically need experience working with youth, a high school diploma or higher, and an understanding of educational or enrichment program facilitation. Familiarity with student management systems, basic computer applications, and safety protocols is often required. Strong communication, teamwork, and problem-solving skills help staff effectively engage students and collaborate with colleagues. These skills are crucial for fostering a supportive environment that promotes students’ academic and social development during the summer program.

What are some typical responsibilities and challenges for educators participating in the Summer Rising program?

Educators involved in the Summer Rising program often balance academic instruction with enrichment activities, working alongside community-based partners to support students' social-emotional development. A common challenge is adapting lesson plans for a diverse group of students with varying academic needs and engagement levels during the summer months. The role typically requires flexibility, strong communication skills, and the ability to collaborate within a multidisciplinary team to create a positive and productive environment. Educators also track student progress and coordinate closely with families to ensure consistent support.

What is the difference between Summer Rising vs Summer Camp Counselor?

AspectSummer RisingSummer Camp Counselor
Required CredentialsHigh school diploma or equivalent; some roles may require experience in education or youth programsHigh school diploma; experience working with children often preferred
Work EnvironmentUrban settings, school-based programs, structured academic and enrichment activitiesOutdoor or indoor camp settings, recreational activities, informal environment
Employer & Industry UsageCity government, education departments, youth development programsPrivate camps, community organizations, non-profits

Summer Rising and Summer Camp Counselor roles both involve working with children during summer, but Summer Rising is typically school-based with a focus on academic and enrichment programs in urban settings. In contrast, Summer Camp Counselors work in recreational camp environments, emphasizing outdoor activities and informal supervision. Both roles require experience with youth and strong communication skills, but their settings and program focus differ significantly.

What is a Summer Rising job?

A Summer Rising job refers to a position within New York City's Summer Rising program, which provides students with a combination of academic support, enrichment activities, and recreation during the summer months. Employees in these roles may work as teachers, counselors, program coordinators, or support staff in schools and community-based organizations. The goal of the program is to help students stay engaged, catch up academically, and enjoy safe, structured activities. Summer Rising jobs typically run during the summer break and are open to qualified applicants who want to support youth development and learning.
What cities in California are hiring for Summer Rising jobs? Cities in California with the most Summer Rising job openings:
Summer Rising jobs near you
Teaching Assistant - Classroom - UOP Reach for The Stars Summer STEM Academy - Stockton (Temporar...

Teaching Assistant - Classroom - UOP Reach for The Stars Summer STEM Academy - Stockton (Temporar...

University of the Pacific

San Francisco, CA

$16.50 - $21/hr

Part-time

Posted 4 days ago

Job description

Position Information
Job Title Teaching Assistant - Classroom - UOP Reach for The Stars Summer STEM Academy - Stockton (Temporary Employee Pool) Union Level Department Engineering - Administration Campus Stockton Posting Number 201304244P Full or Part Time Part Time Number of Months 4 Work Schedule
June 1 - June 26, 2026. Monday through Friday, 7:30 am - 3:30 pm 
Position End Date Open Date 02/06/2026 Close Date Open Until Filled Yes Special Instructions to Applicants
For Applicants Seeking Job Opportunities within the University
Internal: Internal applicants will be considered within the first five (5) business days of the posting period.
External: External applicants will be considered on the sixth (6) business day of the posting period.
Sponsorship
This position is not eligible for a visa sponsorship now or in the future.
Position Summary Information
Primary Purpose
The Project Based STEM Teaching Assistants are creative, energetic, and engaging college/university students with a penchant for math and/or science. Under the direct supervision of the classroom teacher, and in collaboration with the Project-based Coordinator and Lead teacher, teaching assistants will join the University of the Pacific's & Tracy Unified School District's collaboration to implement the Reach for the Stars STEM Academy (RFTSSA) for the summer of 2026 on the Stockton University of the Pacific campus. June 1 - June 26, 2026. Monday through Friday, 7:30 am - 3:30 pm.
  • Program service areas and location: The RFTSSA serves students in the Tracy Unified School District. This academy will be held virtually.
  • Academy Overview: Our STEM academies are academically intense, mathematics-based, summer enrichment programs designed for students who lack access to resources that would enable them to accelerate their learning and move into college preparatory coursework in high school.
  • Academic goals of our academies are designed to develop and enhance skills in abstract & critical reasoning, problem solving through interpretation, making connections, explanation & demonstration, study techniques, technological skills, methods, and processes used to achieve goals and essential skills for college and career.
  • Life goals of our academies are developed with each student and designed to help them develop purpose through building leadership skills and increasing self-esteem/confidence via real-life application of solving practical-everyday problems that often have an impact on life, work, health, and overall well-being. Identified students have potential to become scientists, engineers, and leaders in their community, yet lack access to academic enrichment programs that support their aptitude during the longest period of time school is not is session, summer. Our STEM academies reinforce and encourage students to consider STEM careers, take STEM classes during high school, participate in their school-site MESA program and pursue Stem fields as college majors.
  • Student Profile-RFTSSA: Student participation in the RFTSSA is based on academic criteria. Recruitment starts while students are current 6th graders. Currently, students in grades 7-12 participate in the Sacramento academy. Once enrolled, students continue their summer participation through their 12th grade year.
  • Program Design: The program, presented over the course of six summers, introduces students to progressively challenging STEM concepts at each returning grade level (rising 7th - rising 12th). The college level curriculum methodology covers concepts students typically experience during post-secondary education. The instructional delivery model is project based and focuses on introducing students to STEM via themed topics. Inclusive are pre/post tests, guest speakers, team projects, class presentations, library research, field trips, special events, homework, and skill assessments.

Teaching Assistants will be instrumental in assisting teachers with curriculum implementation and project development with focus on continuing to build, expand, and improve program delivery into future years. Teaching Assistants will also work closely with the Tomorrow Project Program Administrator and Coordinator to deliver the daily curriculum. Teaching Assistants are required to attend staff orientation, Minors on Campus Training, staff meetings, and other program preparation activities.
Under the supervision of the Beyond Our Gates Tomorrow Project Administrator and the academy Coordinator, the Project Based STEM Teaching Assistants will be responsible for assisting (not teaching the class) the classroom teacher with instruction of a STEM themed class of up to 25 students.
Additionally, Teaching Assistants support the overall mission of the Academy, to: 1) increase students' interest in and exposure to STEM, 2) engage and inspire students to pursue careers in STEM fields, particularly females and underrepresented students, 3) prepare students for college and improve career mindedness, 4) increase high school graduation and college going rates of underrepresented minorities in STEM fields.
STEM skills and knowledge will be developed in areas that strengthen students' ability to problem solve; reason; conject; and apply mathematical knowledge logically and systematically. Other focus areas will be:
  • Developing critical thinking, abstract reasoning, and systematic analysis
  • Demonstrating, through an integrated and hands-on approach, the application of mathematics to diverse disciplines (particularly to the fields of science, computer science, and engineering), and to a wide range of career opportunities
  • Developing basic mathematical skills and knowledge
  • Learning to communicate and reason mathematically - both orally and in writing
  • Learning that hard work, perseverance and commitment result in meaningful knowledge and pride in accomplishment through experiences of success in a rigorous academic program.

Academy Dates:June 1 - June 26, 2026. Monday through Friday, 7:30 am - 3:30 pm Teaching Assistants are expected to be available a week prior to academy start date for PD, classroom set-up, staff meetings, etc. Students attend Monday - Friday. A closing ceremony will be held July 2, 2022
Essential Functions
  • Strong communication skills to effectively carry out assigned duties with classroom teacher to coordinate instructional efforts.
  • Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.
  • Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods.
  • Tutor and assist students individually or in small groups to support mastery of assignments and to reinforce learning concepts teachers present.
  • Supervise students in classrooms, hallways, lunch areas, school yards, gymnasiums, and/or field trips.
  • Conduct STEM skills demonstrations to teach to complete assignments/projects.
  • Distribute teaching materials as needed.
  • Distribute tests, homework assignments, and collect when completed.
  • Support administration policies/procedures/practices governing students' behavior.
  • Grade homework/tests, compute and record results using answer sheets or electronic scoring devices.
  • Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
  • Observe students' performance and record relevant data to assess progress.
  • Organize/label materials and display students' work in a manner appropriate for observation and perceptual analysis.
  • Organize and supervise instructional games and other recreational activities to promote physical, mental, and social development.
  • Participate in teacher-parent conferences regarding students' progress or necessary corrective actions.
  • Plan, prepare, and develop various teaching aids such as study guides, report formats, bibliographies, references, charts, and graphs.
  • Prepare lesson outlines and plans in assigned subject areas. Submit outlines to teachers for review prior to presenting to students.
  • Provide extra assistance to students with special needs, limited English-speaking students, and/or students with physical and mental impairments.
  • Take class attendance and maintain attendance records.
  • Assist with retrieving students from drop-off and pick up areas.
  • Attend staff meetings and serve on committees as required.
  • Carry out therapeutic regimens such as behavior modification and personal development programs under the supervision of instructors.
  • Laminate (if necessary) teaching materials to increase durability under repeated use.
  • Maintain computers in classrooms/laboratories and assist students with hardware and software use.
  • Monitor classroom organization and student participation/interaction.
  • Operate and maintain audiovisual equipment.
  • Provide educational support to students with disabilities using assistive devices, supportive technology, and/or assistance accessing facilities such as restrooms, stairs, elevators, etc.
  • Inventory and stock teaching materials and supplies.
  • Type, file, and duplicate materials.
  • Use computers, audiovisual aids, and other equipment and materials to supplement lessons and presentations.
  • Perform other duties as assigned.
University of the Pacific recognizes that diversity, equity, and inclusion is foundational to the success of our valued students and employees. We prioritize policy and decision-making that demonstrates awareness of, and responsiveness to, the ways socio-cultural forces related to race, gender, ability, sexuality, socio-economic status, etc. impede or propel students, faculty and staff.
Minimum Qualifications
  • Minimum Two (2) years' experience working with school-age students in STEM subjects. Years of experience can be a combination of short-term positions that may have lasted for a summer or longer.
  • Local college/university (sophomore and above) student.
  • Current or former MESA students from any school, college, or university
  • Experience working with younger students.
Preferred Qualifications
  • Strong Math/STEM skills (high school report card/college/university transcript).
  • Demonstrated experience with hands-on STEM projects.
  • Demonstrated mentorship skills/training.
  • Demonstrated desire to create change for the students from underrepresented populations.
  • Ability to speak and understand Spanish.
  • Understand and support The Tomorrow Project's mission and philosophy and promote a positive image of the program.
  • Contribute to a harmonious program atmosphere by working cooperatively with all colleagues.
  • Respect the confidentiality of private information relating to students, colleagues and the operations of the program.
  • Demonstrate responsibility and punctuality.
  • Display flexibility in responding to new situations and expectations, a positive attitude and a helpful, nonjudgmental demeanor.
  • Willingness to consider and implement suggestions for improvement.
  • Model the good character traits that academy students are expected to embody.
  • Experience and sensitivity in working with people of diverse backgrounds and cultures.
  • Demonstrated experience in advancing social justice, equity, and inclusion in a university setting.
  • Ability to engage and integrate culturally responsive practices and knowledge in their work.
Physical Requirements
The physical demands described here are representative but not definitive of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Requires extended periods of sitting and repetitive hand/wrist motion while using computer keyboard and phone. Occasional standing, walking across campus, climbing stairs, bending, stooping and reaching. Occasional lifting up to 25 pounds.
Work Environment/Work Week/Travel:
Work is primarily performed in both office and academic environments. Most work performed during standard business hours. Must be flexible to work on a selected evening for parent training and a Saturday morning for closing ceremony.
Hiring Range $16.90 pe hour (We consider factors such as, but not limited to, scope and responsibilities of the position, candidate's qualifications, internal equity, as well as market and organizational considerations when extending an offer.) Background Check Statement
All applicants who receive a conditional offer of employment are required to execute a release and authorization for a background screening.
AB 810 Misconduct Disclosure Requirement: University of the Pacific complies with California Assembly Bill 810, requiring candidates accepting conditional job offers to disclose any final administrative or judicial findings, ongoing proceedings, allegations, resignations under investigation, or appeals related to sexual harassment or misconduct within the past seven years.
Anti-Discrimination/EEO Policy Statement
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