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You must have heard plenty of times about perks of specific jobs allowing to work without leaving your house on a permanent basis. They are true. Freelance occupation lets:

Determine your workload yourself. Due to this factor, you will not face the extreme fatigue when any amount of money for one more task doesn’t represent any interest because all you want to do is to fall asleep for a couple of days. With freelance writing jobs online, you are your own boss. You know how many regular duties you need to fulfill. You know how much time you need to devote to your significant other, your family, friends, hobby, sports, sleep, healthy lifestyle, etc. You are fully aware of how much time you need to spend on anything else but work to be happy. And only you can determine the golden middle!

Set the working hours. Striving to optimization of working process, you can set the hours when you feel like working most of all to focus on your tasks easier. When you have chosen one of the freelance writing jobs online , you are free to set the working hours. It is a very useful prerogative! You don’t have to ask if you can go home earlier today because you need to take your child from school or because you have a competition. You don’t need to provide explanations for being late for 15 minutes at the beginning of the day. You are the boss. Being one of the essay writers or those who accepted an offer of grant writing jobs, you become independent.

Choose tasks yourself. Having joined the team of freelance writers, you are given an opportunity to select your assignments: take the one you like and reject the one that seems not your cup of tea. You will no longer have to deal with a bundle of tasks you’d wish to burn. Freelance writing jobs give you a chance deal only with the tasks that are of interest to you. Thus, you will easily boost your knowledge and skills in professional sphere.

Such is a kind of position we gladly offer to experts in the wide variety of spheres:

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Online Facilitator Job Description

Course Facilitators are to act as online ambassadors, responsible for overseeing their assigned students, answering student questions on course content, and being a presence in the class. The role entails interacting with the students in their group daily and keeping track of assignments and grades. A BU Virtual (BUV) Faculty & Student Support Administrator will be assigned to each program and will assist with any general technical issues or recurring student problems. Important course dates (exams, assignments, etc.), discussion topics and order of discussion threads, as well as order and appearance of grade book columns are established in advance by the professor/instructor of each course. Facilitators are not responsible for, nor are they allowed to change dates or content in a course unless otherwise specified.

Online courses are divided into sections of approximately 15 students. Each section is overseen by a facilitator. The facilitator will carry out the professor/instructor’s and academic department’s vision for how the course will be delivered. The professor/instructor and academic department will make selections of facilitators prior to the beginning of each class period. Once selected, BUV will initiate a contract and arrange for training.

Unless otherwise specified by the professor/instructor, facilitators will grade individual assignments, papers, projects and exams, in keeping with the course’s grading criteria, and will provide this information to the professor/instructor who will remain responsible for assigning the overall final grades in the course. The facilitator is to report any potential problems or issues immediately to the professor/instructor and the Lead Facilitator, if one has been assigned. Facilitators will participate in weekly conference calls with the professor/instructor to discuss any general issues or problems arising in the course.

Specific Job Responsibilities

• Participating in online facilitator training to become familiar with the learning management system and the student experience.
• Logging in to course one week prior to facilitating to become familiar with content.
• Reading and following guidelines provided for facilitating online courses and participating in a course kickoff conference call.
• Working with the professor/instructor, Lead Facilitator and BU Virtual in overseeing and coordinating course sections.
• Being online and visible six out of seven days per week. Facilitators should note to their section which will be their day off. This should be consistent throughout the class period.
• Grading of assignments, quizzes, midterms, essays in consultation with professor/instructor requirements.
• Moderating weekly online discussions to ensure content is appropriate and on topic.
• Responding to student inquiries within 24 hours.
• Answering course-related questions as they arise, in consultation with BUV Faculty & Student Support Administrator if necessary.
• Responding to student questions, interacting with professor/instructor (academic issues) or the departmental Online Coordinator (administrative issues) on behalf of student when necessary.
• Conducting periodic interactive sessions (Live Classroom) as needed.
• Interacting with each student at least once per week via email, online chat or discussion, phone or fax.
• Flow of the course –- Is everything running smoothly? Were there any content or assignment questions from students requiring the professor/instructor’s clarification? How was it handled?
• List any students you have not heard from that week, have not submitted their work, or have requested any form of extension. The professor/instructor needs to be aware of these students ahead of time.
• Reviewing and/or grading student final projects, papers, or exams at the end of each course as requested by professor/instructor.
• Posting grades to the online student grade book in a timely fashion.

Failure to comply with the duties described in this document may result in the termination of the facilitator’s employment.

• Human Resources
• Tools and Samples

Job Description Template

A job description template is a reusable model that can be tailored to detail the specific requirements, responsibilities, job duties, and skills required to perform a role. It typically includes a list of common daily tasks, equipment or tools used, who the role reports to, and the overall goals of the role.

What is a job description? See our definition .

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Job Description Template Sample Download:

Download this job description template in Word and have a job description created in just a few minutes.

What is a Job Description Template?

A great job description template makes it simple to list the job duties and responsibilities for every job in your company. Our standard job description template in Word format is great for describing a position internally and can be used as the basis to create a job posting template as well.

How To Create A Job Description Template:

• Create a space for the job title using square brackets with the " Job Title " placeholder in bold.
• Leave a space open under the title, then create the heading " Reports To " in bold.
• Under your " Reports To " heading, type out a generic sentence stating who the role reports to. Use square brackets with placeholders for the job title and the position being reported to.
• Create the heading " Job Overview " in bold and leave a blank space under the heading where a brief description can be written.
• Create the heading " Responsibilities and Duties " in bold with 5-7 bullet points below it.
• Create the heading " Qualifications " in bold, also with 5-7 bullet points below it.
• Save your template with a clear title where authorized personnel can access it.

Looking to create yours from scratch? Try our guide on how to write a job description .

Job Description Sample Template:

[Job Title]

Formal position title.

Reports To:

The [job title] will report to [position title or titles this position reports to] .

Job Overview:

Provide a brief, four-sentence description of the role, what success in the position looks like, and how it fits into the company or organization overall.

Responsibilities and Duties:

• List the essential duties required to carry out this job.
• List them in order of importance.
• Use complete sentences.
• Start sentences with verbs.
• Use the present tense.
• Use gender-neutral language.

Qualifications:

• Education level.
• Experience.
• Specific skills.
• Personal characteristics.
• Certifications.
• Physical abilities.

How do you define a job description?

A job description lists the requirements, responsibilities, and skills needed to perform a specific job. A good job description should be simple to understand and should list all the necessary application duties and requirements.

How do you write a good job description?

• Use an accurate job title.
• Write a brief summary paragraph that provides an overview of the job.
• Define what success looks like in the position after 30 days, the first quarter, and the first year.
• Write only the job responsibilities that are necessary for this job, not every job.
• List essential qualifications.
• Have someone proofread it.
• Get HR and the hiring manager to sign off on it.
• Publish it where employees can get easy access to it.

What should I write in a job description?

• Responsibilities and required tasks.
• Qualifications and abilities.

What is the purpose of a job description?

• To advertise an open job position.
• To establish a job summary.
• To list the responsibilities of the job.
• To list the required expertise and qualifications for the job.

How can I improve my job description?

Clearly define what is expected of the employee at different intervals, such as the first 30 days, 90 days, 180 days, and the first year. Make this part of your sample job description template across your company to get everyone creating job descriptions that set expectations.

How do you write job roles and responsibilities?

• Do your research on the role and list all key responsibilities.
• Make use of action words.
• Provide sufficient details.
• Thoroughly communicate your expectations.
• Explain your company's standards.

What makes an effective job description?

An effective job description is concise, short, and detailed. To ensure that the candidates understand and feel compelled to apply, the job description should leave no or little room for further questions or confusion on the jobs' KPIs and requirements.

How do you write an appealing job description?

• Write up a short and engaging summary of the job.
• Avoid superlatives.
• Ensure the focus is on the responsibilities and development requirements.
• Ask current employees for advice on writing job descriptions.

Any advice for writing a job description for a job I've never done?

Writing job descriptions when you've never done the job can be a bit intimidating. You'll want to be sure to talk to anyone at your company who is more familiar with the job, especially for help writing the description of responsibilities. You can also check out the job descriptions we've created for hundreds of jobs that will get you started with a sample job description format.

How do I create a job description in PDF format?

You can start with our job description template Word format download. Click "File" and select "Save As." Then look where it says "File Format:" and select "PDF," then click "Export."

What job requirements should I include in my job description?

Include traits that a successful applicant must have in order to succeed in the job. For ideas, check out our job requirements guide.

Do you have any job description templates that I could use?

We've got job posting templates that are aimed at helping you write descriptions that attract potential employees on job boards.

Related Articles:

Job requisition, how to find employees, recruiting strategies, how to advertise a job, the hiring process.

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Creating and Adapting Assignments for Online Courses

Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.  

When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments. 

In Practice

While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment. 

Align assignments to learning outcomes. 

All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with  Bloom's Taxonomy,  a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast. 

See a  complete description of Bloom's Digital Taxonomy  for further ideas. 

Provide authentic assessments. 

Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement. 

There are many ways to incorporate authenticity into an assignment, but three main strategies are to use  authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.  

Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context. 

Learn more about  authentic assessments in Designing Assessments of Student Learning . 

Design for inclusivity and accessibility. 

Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers. 

Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project. 

Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.  

Learn more about  Universal Design of Learning  and  Shaping a Positive Learning Environment . 

Design to promote academic integrity online. 

Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.  

Provide   authentic assessments  that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats. 

Scaffold assignments  so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way. 

Lower the stakes  by providing more frequent formative assessments in place of high-stakes, high-stress assessments. 

In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.  

Learn more about these tools in  Strategies and Tools for Academic Integrity in Online Environments . 

Communicate detailed instructions and clarify expectations. 

When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in  asynchronous  online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.  

The  Carmen course template  addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.  

Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products. 

Technology Tip

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course.  

Promote interaction and collaboration. 

Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished. 

Carmen  Discussions   are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects. 

Peer review  can be enabled in Carmen  Assignments  and  Discussions .  Rubrics  can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses. 

Group projects  can be carried out asynchronously through Carmen  Discussions  or  Groups , or synchronously through Carmen's  Chat function  or  CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments. 

Learn more about  Student Interaction Online .

Choose technology wisely. 

The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.  

Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.  

Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances. 

Explore supported tools 

There are many  university-supported tools  and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the  eLearning toolset , approved  CarmenCanvas integrations , and the  Microsoft365 suite .  

If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool. 

Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.  

Effective assignments in online courses are:  

Aligned to course learning outcomes 

Authentic and reflect real-life tasks 

Accessible and inclusive for all learners 

Designed to encourage academic integrity 

Transparent with clearly communicated expectations 

Designed to promote student interaction and collaboration 

Supported with intentional technology tools 

• Cheating Lessons: Learning from Academic Dishonesty (e-book)
• Making Your Course Accessible for All Learners (workshop reccording)
• Writing Multiple Choice Questions that Demand Critical Thinking (article)

Learning Opportunities

Conrad, D., & Openo, J. (2018).  Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from  https://library.ohio-state.edu/record=b8475002~S7 

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.  American Journal of Distance Education ,  21 (3), 117–132. https://doi.org/10.1080/08923640701341653   

Mayer, R. E. (2001).  Multimedia learning . New York: Cambridge University Press.  

Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from  https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf  

Robles, M., & Braathen, S. (2002). Online assessment techniques.  Delta Pi Epsilon Journal ,  44 (1), 39–49.  https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site  

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning.  Journal of Asynchronous Learning Networks ,  10 (1), 45.  

TILT Higher Ed. (n.d.).  TILT Examples and Resources . Retrieved from   https://tilthighered.com/tiltexamplesandresources  

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research.  Review of Educational Research ,  76 (1), 93–135.  https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584  

Walvoord, B. & Anderson, V.J. (2010).  Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass.  https://library.ohio-state.edu/record=b8585181~S7

Related Teaching Topics

Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.

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Assignment Editor Job Description

Assignment editor duties & responsibilities.

To write an effective assignment editor job description, begin by listing detailed duties, responsibilities and expectations. We have included assignment editor job description templates that you can modify and use.

Sample responsibilities for this position include:

Assignment Editor Qualifications

Qualifications for a job description may include education, certification, and experience.

Education for Assignment Editor

Typically a job would require a certain level of education.

Employers hiring for the assignment editor job most commonly would prefer for their future employee to have a relevant degree such as Bachelor's and Collage Degree in Journalism, Communications, Broadcast Journalism, Education, Associates, Social Media, Television, Broadcasting, Communication, Computer

Skills for Assignment Editor

Desired skills for assignment editor include:

Desired experience for assignment editor includes:

Assignment Editor Examples

• Microsoft Word (.docx) .DOCX
• PDF Document (.pdf) .PDF
• Image File (.png) .PNG
• The editor will be responsible for assigning and editing stories and running the news team for the first few hours on the 6 am shift
• The editor will work close with colleagues on the video team to develop cross-platform packages
• The editor will also report and write stories, either breaking news or features, usually in the second half of the day but sometimes during an early-morning news crunch
• Open the NY breaking news desk at 6 am daily, assigning, editing and as needed writing stories to keep the site competitive and distinctive in its news coverage
• Guide the development of stories from start to finish
• Edit stories sharply and cleanly, ensuring they meet the overall editorial direction set for the site
• Help reporters frame stories and focus reporting as needed
• Write breaking news and feature stories
• Conceptualize, create, develop, manage and edit content focused on a user-driven strategy that understands the nuances of packaging content for the web, mobile web, social and apps
• Achieve established editorial goals and deadlines and ensure others do the same
• Previous experience utilizing ENPS/OPUS news production software or similar software
• Digital content skills in website and social platforms
• Minimum of 2 years experience working as an assignment editor
• Must be willing and able to work flexible hours , under tight deadline pressure, occasionally with little or no warning
• Must be willing to work at WNJU headquarters in Ft
• Have at least three years experience in digital journalism
• Develop and maintain relationships with editorial and creative talent own sources
• Receive and investigate news tips
• Support newscast Producers
• Responsible for listening to scanners
• Responsible for coordinating multiple field crews
• Bachelor’s Degree in journalism or communications background preferred
• 2 years experience in a top 50 market newsroom
• Knowledge of the San Diego area a plus
• Responsibilities include managing all aspects of daily news coverage, assigning and tracking news crews, monitoring breaking news and online resources, developing sources in law enforcement and local government generating story ideas
• Additional responsibilities include gathering news content for producers, editors, photographers, and managing editors, while working closely with other newsroom management
• Deep knowledge of the NY/NJ/CT market is a must
• Must be proficient on technology, PC/Mac softwares
• Flexible to work all hours including evenings and weekends
• Excellent communication skills and time management
• Strong working knowledge of the CNN Newsgathering system, including satellites, package production, and affiliate relationships
• Must be willing to work in the Houston area
• The ideal candidate must be able to learn new technology independently and quickly, and be proficient with the following digital (or similar) tools, including MS Office, WordPress, mobile push notifications, SMS texting, video publishing, AP style, Photoshop and basic HTML knowledge is a plus
• Utilize AP style, best web-production practices and story packaging
• Works with Bureau management to ensure that the Bureau is covering the day's news stories and manages resources to make it happen effectively
• Monitor a variety of sources, including wires and local news, and evaluate newsworthiness
• Assign producer, reporters and crews to cover news stories
• Ensure that stories make deadline/airtime making certain that reporters/producers are aware of and have all available elements
• Monitor Bureau costs and keep NewsDesk information updated with regards to using crews and editors most appropriately
• Work with show staffs and reporters on live shots and coverage of live events
• Pitch stories for various CNN networks and platforms
• Enterprise unique and compelling story ideas on a daily basis
• Must have experience listening to police scanners
• Minimum of two years of journalism experience
• Must have a commitment to journalistic standards of ethics and accuracy
• Minimum of one year of prior work experience on an assignment desk or in a newsroom
• Strong editorial judgement a must
• Familiar with Google applications
• Manage multiple field crews and live assets
• Interact with viewers, public information officers and media relations professionals
• Gather information about news as it develops and communicate it effectively and accurately to the news and production team
• Assign and coordinate the distribution of newsgathering equipment
• Assist with publishing content on FOX43.com and social media
• Represent FOX43 in a courteous manner and professional manner
• Assigning staff and resources for the production of news stories for CTV NEWS programs, CTV News Channel, DNS
• Suggests stories for daily coverage plans for future content working with the international bureaus, freelancers, stringers and collaborators
• Works under the direct supervision of the Executive Producer and the Sr
• Research and write stories for the CNN.com
• Web publishing and social media experience a plus
• Extensive knowledge of editorial standards, ethics, and media law Must have superior organizational skills
• Must be able to make decisions and take a leadership role
• Must have basic writing skills and be able to communicate written and verbally
• Must be able to apply the FOX 5 Filter to any and all stories
• Must be able to maintain a professional demeanor when dealing with people at the station and away from the station Must be able to represent the station in the community and at station events
• Coordinate coverage with managers, field crews, producers and on all digital platforms
• Reviews all news releases, monitors police and fire scanners, and monitors online news sources for story ideas
• Writes breaking news alerts and posts
• Produces original content (text and visual) for digital, mobile and social platforms including Q13FOX.com, Facebook, Twitter, Instagram
• Reviews all news releases, monitors police and fire scanners, and monitors online news sources for for story ideas
• Use data to know the market and what types of stories resonates with WFMY News 2’s audiences
• Spearhead coverage of a breaking/developing news story both editorially and logistically
• Closely work with correspondents and producers in gathering story elements for use on all platforms
• Identify principal elements of a story, which includes characters, witnesses, documents, UGC and publically accessible materials
• Build and maintain a network with our affiliates & News Channel counterparts
• Ability to exercise good news judgement that will result in enterprise content for NewsFix
• Prior television assignment desk exposure is a requisite, along with a strong and accurate writing resume
• Knowledge of the Houston metro area is a must
• Hours will include a flexible schedule during weekdays, with the possibility of weekend availability if needed
• Minimum 1 year experience working in a leadership role in a newsroom environment
• Must understand the basic setup of Satellite and TVU technology

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Assignment Editor Job Description Template

The assignment editor is a crucial member of any news organization. This person is responsible for coordinating coverage, assigning stories to reporters and photographers, and ensuring that all deadlines are met. The job requires excellent organizational skills, strong communication skills, and the ability to think on your feet. If you are interested in a career in journalism or media, a career as an assignment editor might be the right fit for you. This job description template can help you learn more about what the role entails and what qualifications are required.

Job Summary

We are seeking an experienced Assignment Editor to join our dynamic news team. The Assignment Editor will be responsible for assigning news stories to reporters and ensuring that all news content is accurate, engaging, and timely.

Key Responsibilities

• Collaborate with news team to identify stories that need coverage
• Assign stories to reporters based on their strengths and areas of expertise
• Monitor news feeds, police scanners, and social media for breaking news stories
• Create rundowns and assign time cues for live broadcasts
• Coordinate with producers and anchors to ensure accurate reporting and smooth flow of content
• Develop and maintain relationships with sources and contacts within the community
• Manage and update newsroom assignment desk systems and calendars
• Assist in writing stories, headlines, and other news content as needed

Qualifications and Skills

• Bachelor's degree in journalism, communications, or related field
• At least 3 years of experience working in a newsroom environment
• Strong news judgment and knowledge of current events
• Excellent communication, organizational, and multitasking skills
• Familiarity with newsroom software and systems such as ENPS or iNEWS
• Ability to work under pressure and meet tight deadlines
• Flexibility to work varied shifts including nights, weekends, and holidays

We offer a competitive salary and benefits package, as well as opportunities for growth and professional development. If you're a passionate news professional who thrives in a fast-paced environment, we encourage you to apply for this exciting opportunity.

Introduction

If you’re looking to hire an Assignment Editor, it’s important to create a well thought-out job posting that clearly outlines the role's responsibilities and requirements. This will help to attract the right candidates and make the hiring process much smoother. In this article, we will guide you through the steps to create an effective Assignment Editor job posting.

Job Title and Summary

The job title should clearly indicate the position you’re hiring for. In this case, it's an Assignment Editor. The job summary should provide an overview of the role’s main responsibilities and key objectives.

• Job title: Assignment Editor
• Job summary: We are seeking an experienced Assignment Editor to join our team. The successful candidate will be responsible for managing news assignments and ensuring news stories are accurate and delivered on time.

Responsibilities and Duties

The job responsibilities and duties section should outline the key tasks that the Assignment Editor will be expected to perform in their role.

• Assign news stories to reporters, photographers, and videographers.
• Monitor breaking news stories and dispatch crews to the scene.
• Edit news packages and write headlines.
• Ensure news stories are accurate and meet the editorial standards.
• Collaborate with producers and other editors to develop story ideas.

In this section, you should list the qualifications and skills required for the Assignment Editor position. This could include education, previous experience, and computer skills.

• Bachelor’s degree in journalism or a related field.
• Minimum of 3 years of experience as an Assignment Editor.
• Excellent writing and editing skills.
• Strong organizational and planning skills.
• Ability to work under pressure and meet tight deadlines.

Additional Information

In this section, you can include any additional relevant information about the role such as working hours, salary range, benefits, and how to apply.

• Working hours: Full-time, flexible schedule.
• Salary range: $XX to $XX per hour/annually.
• Benefits: Health insurance, retirement plan, paid time off.
• To apply, please send your resume and cover letter to [insert email address here].

Creating a clear and detailed Assignment Editor job posting will help you attract the right candidates for the role. Be sure to highlight the key responsibilities, qualifications, and skills required for the position to ensure that you receive applications from the most suitable candidates. By following these guidelines, you'll be well on your way to finding the perfect person for the job.

Frequently Asked Questions on Creating Assignment Editor Job Posting

• What is an Assignment Editor?

An Assignment Editor is responsible for assigning news stories to journalists or reporters and coordinating with them to ensure deadlines are met.

• What are the qualifications for an Assignment Editor?

Typically, an Assignment Editor should have a bachelor's degree in journalism or mass communication. They should also have work experience in a newsroom or a similar environment to possess skills in multi-tasking, decision-making and communication.

• What are the key responsibilities of an Assignment Editor?

An Assignment Editor is responsible for assigning stories to journalists, reviewing and editing their work before publication or broadcast, monitoring news feeds to identify stories, and coordinating with the producers and reporters to meet deadlines.

• What should I include in my job posting for an Assignment Editor?

Your job posting should include the key responsibilities and required qualifications of an Assignment Editor. It should also mention the expected work hours and any additional benefits offered, like vacations, health benefits, or a 401k plan.

• What is the average salary for an Assignment Editor?

The salary for an Assignment Editor varies depending on the location of the job and the experience of the candidate. Typically, the average salary for an Assignment Editor is between $50,000 and $70,000 a year in the United States.

• How long does it take to hire an Assignment Editor?

The hiring process for an Assignment Editor may take between two to four weeks. It involves posting the job description, reviewing resumes, conducting interviews, and performing reference checks before making an offer.

• What are some essential skills of an Assignment Editor?

Essential skills of an Assignment Editor include excellent communication skills, decision-making abilities, multitasking, resourceful, and time management.

• Do I need to provide any training for an Assignment Editor?

It depends on the experience level of the candidate. If they are experienced, you may not need to provide additional training. On the other hand, if the candidate is new to the role, you may need to provide some training to help them understand the position and the company culture.

• How can I attract the right candidates for an Assignment Editor position?

You can attract the right candidates by posting your job description on relevant job boards, mentioning it on your company website, and social media pages. Offer competitive salaries and benefits and show opportunities for growth.

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What Does an Assignment Editor Do?

Learn About the Salary, Required Skills, & More

The Balance / Ellen Lindner

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Assignment Editor Salary

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An assignment editor works at the assignment desk, which is the nerve center of any newsroom. This is where newsroom staff members monitor multiple sources for breaking news, including police and fire scanners. When possible news arises, the assignment editor works with reporters, photographers, producers, and other staff members to assign and develop story ideas.

Small companies sometimes have one assignment editor who is responsible for organizing the assignment desk to operate around the clock. In larger newsrooms, there may be a team of assignment editors that take turns staffing the desk.

Assignment Editor Duties & Responsibilities

The job generally requires the ability to perform the following duties:

• Monitor multiple sources for possible news stories
• Develop and propose a daily news coverage plan
• Lead newsroom staff meetings to review possible stories and assignments
• Help choose which journalists, photographers, and other staff members are assigned to cover stories
• Stay on top of all stories to ensure they're developing as planned and determine which ones are not coming together
• Be the main point of communication between reporters, production teams, and executive staff on developing stories

It's up to the assignment editor to assign people to investigate and report on news stories. The assignment editor's day is sometimes spent shifting people and equipment around so that as many stories get covered as possible, with an eye out on how to handle breaking news coverage at any moment.

When working in television, an assignment editor may also work with the tv producer to decide which crews will take live trucks or a helicopter to broadcast live during a newscast. Also, a TV news anchor who is reviewing scripts just before airtime will often turn to the assignment editor to confirm facts.

An assignment editor's salary can vary depending on location, experience, and employer. The U.S. Bureau of Labor Statistics offers salary data for the broader editor category, but it doesn't offer separate data on the assignment editor subcategory:

• Median Annual Salary: $59,480 
• Top 10% Annual Salary: $114,460 
• Bottom 10% Annual Salary: $30,830  

Education, Training, & Certification

Most assignment editors have the same types of degrees as other editors and journalists in a newsroom.

• Education: Most employers prefer candidates that have at least a bachelor’s degree in communications, journalism, or English. 
• Experience: This is often key to getting this type of job, because experience is key to building a list of contacts and learning how to operate smoothly. Employers usually prefer candidates with a background in the type of media in which they specialize, whether it's television, digital, or print news.
• Training: Most training happens on the job. Aspiring assignment editors may want to find an internship position at a newsroom assignment desk.

Assignment Editor Skills & Competencies

To be successful in this role, you’ll generally need the following skills and qualities: 

• Editorial judgment: Assignment editors need to be able to quickly decide whether a story is newsworthy. And although they aren't usually writing the stories themselves, they need to know all of the components of a good news story to guide reporters on coverage.
• Interpersonal skills: Successful assignment editors form relationships with many contacts that can help bring a story together. For example, someone in this role at a local TV news station may have all the county sheriffs' home telephone numbers on speed-dial and be on a first-name basis with the current and previous mayors.
• Organizational skills: An assignment editor must be able to organize the logistics and track the details of several stories at a time and keep everything on schedule.
• Communication skills: An assignment editor must skillfully communicate with all of the staff involved in making news stories come together, including reporters, photographers, production teams, and executive staff.

The U.S. Bureau of Labor Statistics projects that employment in this field will grow 6 percent through 2026, which is slightly slower than the overall employment growth of 7 percent for all occupations in the country. The BLS it doesn't offer separate data on the assignment editor subcategory.

Most of this job is done in an office working under several tight deadlines at once. Those who thrive on pressure and get an adrenaline rush when something unexpected happens may be best suited for this occupation.

An assignment editor usually arrives in the newsroom earlier than the other managers to get a handle on what's happening that day to brief the newsroom. Most assignment editors work full time, and many work long hours, which include evenings and weekends.

People who are interested in becoming assignment editors may also consider other careers with these median salaries: 

• Writers and authors: $61,820
• Reporters, correspondents, and broadcast news analysts: $40,910
• Desktop publishers: $42,350

Source: U.S. Bureau of Labor Statistics , 2017

How to Get the Job

Build a Contact List

Making a list of contacts is the best place to start for a budding assignment editor. That involves making personal connections with people so that you can turn to them when you need information.

Join a Professional Association

The American Media Institute offers  a list of professional associations you can join. Which one you choose may depend on your specialty or medium (websites or television, for instance). This will help you build your contact list and stay up to date on the latest tools and techniques in the industry.

Search job sites that specialize in media careers, such as MediaBistro and iHire Broadcasting .

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Multiple women online say they were punched while walking around New York City

Several women have come forward on social media sharing incidents in which they said they were punched by men while they walking the streets of downtown Manhattan in broad daylight in the last month.

Multiple videos — which were uploaded to TikTok — have picked up traction in the last week, with women online sharing their safety concerns in comments and reply videos. One woman said she was assaulted walking home from class. Another said she was assaulted on her way to work. A third woman said she was attacked walking her dog. At least two of the women described suspects with similar characteristics. 

New York police said they made an arrest in one of the incidents and are investigating another. While police wouldn’t confirm that the incidents described in the TikTok videos are those they are investigating, they shared that they’re looking into cases that are very similar to accounts posted on social media.  

Officials said it’s unclear whether the two incidents they are investigating are connected. 

The videos have circulated amid widespread perceptions in the U.S. that crime is rising, despite recent FBI data that suggests it decreased last year . 

Concerns over public safety have continued to loom in New York City. A series of recent high-profile crimes in the subway system prompted Gov. Kathy Hochul to send National Guard members to some of the busiest stations.

In February, police reported a decrease in shootings, murders and other crimes, like grand larceny, as opposed to February of last year. However, there was a 3.6% uptick in felony assault, with 1,968 incidents reported to police last month. According to crime statistics for this past week , misdemeanor assault is up 10.3% from this time last year, and it has gone up 15.7% in the past two years. 

A police spokesperson declined to answer any additional questions about the recent assault incidents, including whether they represent an uptick in violent crime against women in the city or whether the police department is taking any additional measures to ensure their safety.

Sarah Harvard, 30, was among the women who shared her experience online after she saw other women post videos. 

Harvard, who posted Tuesday on X , said she was walking to her comedy gig on the Lower East Side when she was punched in the back of the head near the Delancey Street and Essex Street station the evening of March 19. 

“I was not on my phone. I was walking somewhere, and I got attacked from behind,” she told NBC News. “So it’s really violating that I didn’t see it coming and there was nothing I could’ve done, really, to prevent it from happening.”

She described experiencing a “spiky pain, throbbing feeling” in her head as she was walking home after the incident. The rest of the night, she said, she had nausea, headaches, dizziness and blurry vision.

Harvard said she initially didn’t go to the police because she thought that it was an isolated incident and that officials might brush it off. Since she learned that more women have come forward online to say they’ve been assaulted, she said, she plans to file a police report. 

Since the attack, Harvard said, she is struggling with feeling unsafe in the city she calls home.

“What’s really unbearable is that general never-ending feeling now of feeling unsafe and feeling constantly alert, constantly looking over my shoulder,” she said. “This anxiety is manifesting physically, too. I slept last night for two hours; the night before, I slept for four hours. I’m having trouble breathing, and my chest is getting really tight.”

In their TikTok videos, women have echoed similar sentiments describing their interactions with their alleged assailants. 

A woman said she was walking out of the Times Square subway station on Saturday when a man came up to her and punched her in the head.

The woman said she was able to capture video of the man, as he was walking away. Police said the 25-year-old woman was attacked on 7th Avenue and West 42 Street. Police publicized in a poster how the suspect was wanted for assault.

The woman said on TikTok the "traumatic" experience will stick with her the "rest of my life."

"We are always cautious about walking at night, now we have to be cautious about walking in broad daylight," she said.

Mikayla Toninato, a Parsons fashion design student, also shared a TikTok video saying she was punched in the face while leaving class in Manhattan as she was looking down at her phone and texting.

“Out of nowhere this man just came up and hit me in the face," she said in the clip, with a bruise visible under one of her eyes.

“He hit me right on my cheekbone. This doesn’t hurt as bad as the concussion does,” she said in an interview aired Thursday on NBC's "TODAY" show.

Dealing with the aftermath has also been emotionally taxing.

"It’s been really really hard," she said. "I think it hits me in waves. A lot of crying because it’s been really scary."

Another woman said she was walking Monday when a man punched her in the face, causing a big lump to develop on her head.

“You guys, I was literally just walking and a man came up and punched me in the face,” she said tearfully in a TikTok video . “Oh, my God, it hurts so bad. I can’t even talk.”

The woman didn’t say where exactly she was when she was assaulted. NBC News conducted a geolocation of where she was walking in the Chelsea neighborhood of Manhattan. 

Police said an incident happened at 10:20 a.m. in the area of West 16th Street and 7th Avenue when “an unknown individual hit her in the head.”

“The victim fell to the ground and suffered injuries to the left side of her face. The victim was treated at a local medical facility,” police said in a report shared with NBC News.

She shared an update to TikTok in which she said she was looking at her phone when a man walking a dog assaulted her.

“There was so much room on the sidewalk, and, like, literally nobody was around, and I guess this man — I don’t know if he punched me or if he elbowed me. I literally passed out,” she said. “So I don’t really remember, but I think he just was really mad that my head was down.”

Skiboky Stora, 40, of Brooklyn, was arrested Wednesday on an assault charge in connection with the incident, police said.

Stora has sought public office in New York since 2021, public records show. He participated in a New York City mayoral debate in 2021. In 2022, he filed a handwritten petition to get on the ballot for New York governor. Last year, records show, Stora ran for the District 9 seat on the New York City Council.

Stora and the suspect wanted in the assault outside the Times Square subway station on Saturday, do not appear to be the same person.

Over a week before the Monday assault, in an area just over a mile south from where that victim was, another woman reported getting punched by a man who apologized before he hit her.

“I literally just got punched by some man on the sidewalk,” the woman said in a TikTok video . “He goes ‘Sorry’ and then punches me in the head.”

Police say an incident happened at around 11:48 a.m. March 17 while a woman was walking her dog in the area of Kenmare and Mulberry streets. 

“No injuries were reported as a result of this incident,” police said in a report.

In an update posted to her TikTok account , the woman addressed questions she received about what she was doing leading up to the assault.

“I wasn’t looking down at my phone,” she said. “I was just literally across the street from my building walking my dog to the dog park. I had seen the man. He was, like, slightly walking toward me, and I didn’t think anything of it. And then he says, ‘Sorry,’ and hits me and was immediately gone.”

She said a woman who witnessed the assault came over to help her. 

Neither of the women who posted on TikTok responded to requests for comment. Several others who also posted videos didn’t immediately respond to requests for comment.

Many women online have since expressed that seeing the videos of other women sharing their alleged experiences have left them feeling uneasy.

“I have never felt so unsafe in the city than I do now,” reality TV personality Melinda Melrose, who was on the show “Too Hot to Handle,” said in a TikTok video . “This is another reason why I packed all my things out of my apartment, put them in storage and I’m moving. I do not got time to end up on the news and become someone’s victim.”

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Teacher Secretly Sold His Students’ Art on Mugs and Shirts, Lawsuit Says

Parents of a dozen students at a school near Montreal accused an art teacher in a lawsuit of reproducing portraits from a class assignment and putting them on items that he offered for sale online.

By Sopan Deb

In January, students at a junior high school outside Montreal received an assignment to draw a classmate or a self-portrait in the style of Jean-Michel Basquiat.

“The challenge is to make an original artwork in Basquiat’s style; not to copy one of his images,” the teacher, Mario Perron, wrote to his students on the junior campus at Westwood High School in St.-Lazare, Quebec. “I am very familiar with Basquiat’s work and will return copied work, because it is considered plagiarism.”

The assignment was titled “Creepy Portrait.”

Basquiat was a worthy subject: He was the influential Brooklyn-born artist of Haitian and Puerto Rican descent who was known for a brief career in which he innovated with graffiti and other types of improvisational pieces. He died at 27 in 1988 .

But parents of some students who completed the assignment were shocked to find that Mr. Perron had copied the portraits and was offering mugs, cushions, bags, apparel and other items for sale online bearing reproductions of the artwork, according to a class-action lawsuit filed last week in Quebec Superior Court.

Joel DeBellefeuille, who learned what was happening from his 13-year-old son, Jax, accused Mr. Perron in an interview of perpetrating a “premeditated” scheme. A portrait of Jax by one of his classmates was among the student artwork being offered for sale, he said.

“ I freaked out,” Mr. DeBellefeuille said. “I was full of emotions. Still now, it’s really unbelievable.”

Mr. Perron, who did not respond to a request for comment, is not listed as a current employee on the school’s website . Darren Becker, a spokesman for the Lester B. Pearson School Board, which is a named defendant in the suit, said the school board “does not comment on internal investigations.”

It was not immediately clear if Mr. Perron had sold any of the items he listed, or how much money, if any, he had made.

Mr. DeBellefeuille first discovered that the art had been repurposed on Feb. 8, when his son, who had done a Google search, showed him that Mr. Perron had created a profile on Fine Art America , an online art marketplace. The profile had thousands of items for sale displaying the work originally submitted by the students, priced between $9.50 and $113 in U.S. currency, all apparently unauthorized.

Each item was labeled with the student’s first name followed by “Creepy Portrait.” The drawings themselves mimic the frenetic style of Basquiat — multicolored portraits that nod to the unconventional and imaginative, including many oddly shaped heads and contorted bodies. Mr. Perron was listed as the artist for all of the works, according to screenshots provided by Mr. DeBellefeuille.

In total, according to a demand letter sent to the school district on Feb. 13, there were 2,976 items for sale using works from the 96 students who were given the assignment. The student artwork was reproduced in 31 categories, including throw pillows, tank tops, tote bags and beach towels, according to the letter.

The works appear to have been removed from the Fine Art America website.

“It is evident that the trust of the public, the students, the parents, and specifically our clients, in the school board and its representatives, has been severely shaken,” the letter said.

Mr. DeBellefeuille’s brother Martin, a lawyer, initially sent the letter on behalf of Mr. DeBellefeuille and Edith Liard, the parent of another child in the art class. The parents of 10 other children have since attached themselves to the suit, Mr. DeBellefeuille said, including two who added their names after it was filed on Friday.

The plaintiffs are seeking 2.16 million Canadian dollars, or about $1.59 million, a figure that includes 5,000 Canadian dollars for each work reproduced in the 31 categories as well as punitive damages and legal fees. They are also demanding that Mr. Perron withdraw the works from all platforms, for him to be suspended and for a written apology.

Under the Canadian Copyright Act, a copyright owner may be entitled to between 500 and 20,000 Canadian dollars for each work that is unlawfully used. Under Canadian law, one does not need to file for a copyright to be considered a copyright owner .

The suit cites the Civil Code of Quebec as the reason the school board is named as a defendant. It says that “the principal is bound to make reparation for injury caused by the fault of his subordinates in the performance of their duties.”

Mr. DeBellefeuille said he expected that the school district would settle rather than go to court.

“For me, it takes a special kind of person to go that deep to do what he did to minor children,” Mr. DeBellefeuille said of Mr. Perron. “This is what enrages me.”

Sopan Deb is a Times reporter covering breaking news and culture. More about Sopan Deb