Jobs in Jewish media: April 26 - May 9, 2026
A collection of job opportunities within Jewish media arts, posted between April 26 - May 9, 2026.
Journalism
Yiddish Producer at the Forward
"A typical day would involve some combination of posting to the Forverts social media accounts and Reddit; producing a short video and publishing it to our YouTube, Instagram and TikTok channels; supporting the Yiddish editorial work by sharing news briefs, Word of the Day videos, cooking or food content; and generally helping to shepherd coverage that engages Yiddishists of all ages and language levels."
The part-time roles pays $25 per hour and is open to New York City-area residents, as well as remote candidates (with visits to New York as needed).
Posted on April 27 on Indeed.
Editor at Jewish Rhode Island
Responsibilities include leading "the editorial vision for the print newspaper, website and other multi-media offerings," managing freelance writers, collaborating with the advertising sales representative and reporting and writing.
The full-time, hybrid role has a salary range of $70,000 - $75,000.
Posted on April 28 on JournalismJobs. Previously posted on Dec. 12, 2025.
My Jewish Learning Editorial Assistant at 70 Faces Media
Work includes creating daily newsletters, managing event registration pages and uploading articles to the content management system.
The salary range for the full-time role is $55,000 - $60,000, plus benefits. The hybrid role is based in New York, with the potential for remote candidates.
Posted on May 1 on JewishJobs.
Senior Producer at Ark Media
Podcast work includes "overseeing production, shaping episodes, mentoring the content team, improving workflows, using data to optimize performance, and building the systems needed to scale."
The salary range for the full-time, remote role is $110,000 - $140,000.
Shared on May 5 on LinkedIn.
Communications
Media Relations Associate at Hadassah Zionist Org
The salary range for the full-time role is $70,000 - $75,000.
Posted on April 28 on Indeed.
Photography and videography
Videographer at Camp Poyntelle (Pocono Mountains, Pennsylvania)
The seasonal position has a salary range of $5,000 - $7,000. The videographer will live on-site in shared adult housing and all meals are provided.
Posted on April 29 on Indeed.
Production and Outreach Coordinator for Documentary Film "The Kids in Blue"
The part-time, remote, contractor role supports a film exploring the diversity of Jewish life in America.
Posted on May 4 on JewishJobs.
Fellowships and internships
Various unpaid, remote internships at The Yiddish Arts and Academic Association of North America (YAAANA)
3D Graphic Design Intern -- posted on April 27 on Handshake.
Architecture Intern -- posted on April 27 on Handshake.
Salesforce Specialist Intern -- posted on April 27 on Handshake.
Internship and Volunteer Coordinator Intern -- posted on April 27 on Handshake.
Education Coordinator Intern -- posted on April 28 on Handshake.
Grant Writer Fund Intern -- posted on April 28 on Handshake.
Web Developer/Analyst Intern -- posted on April 28 on Handshake.
Marketing Analyst Intern -- posted on April 30 on Handshake.
Program Coordination Intern -- posted on April 30 on Handshake.
Summer Intern at Jewish Council for Public Affairs
The full-time, remote role is 40 hours per week from May-August (though part-time is considered), and a stipend of up to $2,000 per month is available.
Posted on May 4 on JewishJobs.
Rabbinical Assembly Publications Intern
The intern will "conduct data collection and outreach in support of the launch of our most recent Siddur." A script, data entry tools, and a virtual phone are provided.
The position pays $17 per hour, and the project will take less than 100 hours.
Posted on May 7 on JewishJobs.
My first thought about helping students organise their own learning is that the everyday experience deserves as much attention as the larger explanation. Keeping track of unfinished tasks can make a busy school week feel more manageable. That connection helps me see why student learning organisation can be worth a closer look. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. What kind of planning system is simple enough for students to use consistently?
Considering rebuilding confidence after a learning setback, I keep coming back to the difference between knowing about an idea and putting it into practice. A disappointing result does not have to define the next attempt. I would use that point as a starting question when considering learning confidence recovery. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. What helps a learner recognise progress after an earlier difficulty?
The topic of making space for questions in the classroom gives me a few things to think about, especially when the discussion moves beyond general advice. A thoughtful pause can give quieter students time to develop an answer. It also gives the phrase student classroom participation a clearer meaning than a label on its own. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. What helps a classroom welcome questions that do not have an immediate solution?
The subject of developing skills through focused workshops feels more interesting when there is room for a reader to stop and ask their own questions. A short workshop can be useful when it gives participants time to try one specific technique. I would keep that thought nearby when looking for ideas about focused skills workshops. A short discussion of an everyday example would make this easier for me to connect with, especially as someone still learning about the subject. What should a learner be able to do differently after a focused session?
When it comes to connecting school learning with Wasilkow, I would rather understand one useful detail properly than rush through a long list of ideas. A project about nearby places can give students a shared starting point for research. This is why I would approach Wasilkow school community with a specific question rather than a fixed expectation. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. Which community questions could students investigate through interviews or observation?