Learning Action Instructor; Remote

Position: Learning for Action Instructor (Remote) PART-TIME INSTRUCTORS (14-15 HOURS/WEEK) COMPENSATION: Competitive and based on experience & geography.

• Dates:

Cohort launch is on March 4th and runs for 12 weeks. Contract includes a paid training week prior to course launch.

• Additional start dates available every ~6 weeks after March 4th, and candidates may be considered for a full‑time role.
• Applications are considered on a rolling basis; we will reach out if we see an opportunity.

Instructor

Job Description

Terra.do, an online climate change school and community, is hiring instructors to teach Climate Change: Learning for Action, a fully online, part‑time, global 12‑week climate “bootcamp”. All course elements—including content, assignments, structure of lab sessions, and guest lectures—are fully developed and organized. Fellows are highly skilled professionals looking to switch into climate careers or apply a climate lens to their current work. The course is designed to be highly practical, interactive, collaborative and challenging. Instructors can expect to put in 12–15 hours a week teaching and supporting a group of no more than 30 fellows. For the first cohort, this time commitment could be closer to 15–18 hours a week on average, as you will be absorbing the material for the first time. The course repeats every ~6 weeks; instructors interested may stay on long‑term, teaching the same material and potentially taking on more groups in parallel for additional compensation or moving into full‑time positions. Responsibilities and expectations

• Helping fellows understand the materials, assisting with assignments, providing feedback.
• Responding to all questions and maintaining an active presence on the fellows workspace. (We use Slack to respond and post related content.)
• Facilitating cross‑cohort community building.
• Conducting discussion‑based “lab groups” once a week on Zoom.
• Coordinating and sharing learning with other instructors.
• Keeping close track of fellows’ progress and individualizing support based on detailed analytics and your knowledge of each fellow.
• Meeting 1:1 with fellows for 20‑30 minute office hours.
• Facilitating one additional 1‑hour event during the course—including small‑group discussions or deep dives on areas of personal expertise—for additional compensation at an hourly rate.
• Suggesting improvements and updates to all aspects of the course, including content, lab sessions, guest lectures, assignments, cohort interactions, community organization, etc.
• Attending a 90‑minute weekly instructors meeting on Thursdays at 8am PT.

Required skills

• Experience and skills with online facilitation.
• A master’s‑level degree in an interdisciplinary climate/environment program;

Ph.D. students and graduates are strongly encouraged to apply (or be a graduate of Terra.do’s Learning for Action program). Equivalent knowledge or work experience is also acceptable. We are particularly interested in candidates with experience in climate finance, corporate sustainability, and/or nature‑based solutions.

• Open to applicants with all types of climate experience and expertise, especially those with demonstrable deep interest, skills and/or passion for climate‑related activism, technology and innovation, applied science, energy, finance, risk, adaptation, land management and corporate climate action.
• Some teaching experience (e.g., TA work in a university setting or high school teaching) desired but not required.
• High level of comfort with quantitative aspects of simple climate modeling, statistics and basic energy analysis (we will ask for evidence; prior coursework or work experience will do. We may also test your knowledge at interview). We recommend reviewing our free energy class on the Learning for Action course page.
• Global outlook essential, including awareness of how climate‑related issues vary by context and country.
• One or more years of work experience (ideally related to climate change and sustainability) preferred but not required—internships can count.
• A capacity to be truly accepting, caring and supportive toward all learners, irrespective of their skills or backgrounds.
• Flexibility in availability (within reason) and capacity to respond to fellows’…

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