Careers in Education

Under the supervision of the teacher, One-to-One Paraprofessional will provide direct service to individual students and participate in the daily instruction and activities of the school, program, and class to which the student is assigned. Beyond the normal classroom activities, the duties of a One-to-One Paraprofessional correspond directly to the needs of the student. Students who require a One-to-One Paraprofessional may have disabilities/diagnoses that include pervasive developmental disorder, autism, Aspergers' Syndrome, Williams' Syndrome, physical handicaps, multiple handicaps, blindness, deafness, blind/deaf, Tourettes' Syndrome, obsessive-compulsive disorder, post-traumatic stress disorder, psychiatric disorders (psychosis, schizophrenia, multiple personalities, depression), oppositional defiant disorder, ADHD, conduct disorder, genetic disorders and brain injury. Students who require a One-to-One Paraprofessional may also speak a language other than English. Reports To: Principal/Head of Schools/School-based Special Education Administrator Responsibilities Working with small groups of children instructionally, toileting, diapering, lifting and transfers, maintaining personal hygiene, assisting the school nurse in tube feedings, scribing, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, de-escalation and physical restraint.In some cases, the One-to-One Paraprofessional may be required to be a specific gender because of the nature of the work (toileting) or because of the individual history of the student. This requirement protects both the student and the One-to-one Paraprofessional.Students with One-to-One Paraprofessionals may be assigned to any school in the district including the examination schools. In these school assignments, students may be participating in advanced coursework and require assistance from a Paraprofessional.Collaborates with the classroom teacher to implement agreed-upon activities, as evidenced in daily lesson plans.Fosters open communications with parents and staff.Performs other related duties as requested by Head of School/Principal/School-based Special Education Administrator, particularly when the student is absent. Qualifications - RequiredEducation: High School Diploma or GEDForty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/ ) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html ).Experience working with a student who is diagnosed with one or more of the mild to moderate disabilities listed above.Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students.Demonstrated experience and ability in assisting with team instruction.Able to be flexible to accommodate the needs of the student and or parent/guardians.Trained in ABACurrent authorization to work in the United States - Candidates must have such authorization by their first day of employmentOther qualifications will vary depending on the specific needs of the assigned student. Qualifications - PreferredBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional Unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.  The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Reports to: School Principal General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools.  Paraprofessionals will work with school staff to create an education environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities:    Supports direct instruction to children individually, in small groups, and in classroom settings    Provides assistance with classroom activities.    Prepares instructional materials.    Assists in the classroom set up and clean up.    Manages individual and classroom behavior, using prescribed approaches    Supervises students on field trip activities.    Performs other related duties as requested by Department of Special Education QUALIFICATIONS - REQUIRED:    High School Diploma or GED.    Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/ ) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html ).    Minimum of two years experience working with young children.    Current authorization to work in the United States - Candidates must have such authorization by their first day of employment QUALIFICATIONS - PREFERRED:    Associate’s or Bachelor’s Degree.    Certification as a teacher or license as a social worker.    BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step.  The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin,ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with theirability to learn or work.

This position is an anticipated vacancy. It is expected to be vacant 11/27/24. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated. Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settingsProvides assistance with classroom activities.Prepares instructional materials.Assists in classroom set up and clean up.Manages individual and classroom behavior, using prescribed approaches.Supervises students on field trip activities.Performs other related duties as requested by Head of School/Principal. Qualifications - Required:Education: High School Diploma or GED.Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).Minimum of two years experience working with young children.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred:Associate's or Bachelor's Degree.Certification as a teacher or license as a social worker.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation.  Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

This position is located in an ASL/English dual language school. Candidates with ASL Fluency are strongly preferred. Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settingsProvides assistance with classroom activities.Prepares instructional materials.Assists in classroom set up and clean up.Manages individual and classroom behavior, using prescribed approaches.Supervises students on field trip activities.Performs other related duties as requested by Head of School/Principal. Qualifications - Required:Education: High School Diploma or GED.Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).Minimum of two years experience working with young children.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred:Associate's or Bachelor's Degree.ASL FluencyCertification as a teacher or license as a social worker.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation.  Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settingsProvides assistance with classroom activities.Prepares instructional materials.Assists in classroom set up and clean up.Manages individual and classroom behavior, using prescribed approaches.Supervises students on field trip activities.Performs other related duties as requested by Head of School/Principal. Qualifications - Required:Education: High School Diploma or GED.Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).Minimum of two years experience working with young children.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred:Associate's or Bachelor's Degree.Certification as a teacher or license as a social worker.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation.  Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Reports to: Principal/Head of schools General Description and Goals: Security Paraprofessional will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Security Paraprofessional will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities The primary responsible of the Security Paraprofessional is to maintain the safety and security of school hallways, classrooms, common areas and school grounds.Assist in the arrival and dismissal of students.Manage PM detention hall.Monitor the front door and visitor pass program.Unlock lavatories and maintain a log of student use.Perform other related duties as requested by the Headmaster. Qualifications - Required:Education: High School Diploma or GEDForty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).Minimum of two years experience working with young childrenCurrent authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualifications - Preferred:Associate's or Bachelor's Degree.Experience working with adolescents.Experience working in a multi-cultural/multi-ethnic setting.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional Unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation.  Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settingsProvides assistance with classroom activities.Prepares instructional materials.Assists in classroom set up and clean up.Manages individual and classroom behavior, using prescribed approaches.Supervises students on field trip activities.Performs other related duties as requested by Head of School/Principal. Qualifications - Required:Education: High School Diploma or GED.Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).Minimum of two years experience working with young children.Current authorization to work in the United States - Candidates must have such authorization by their first day of employmentQualification - Preferred:Associate's or Bachelor's Degree.Certification as a teacher or license as a social worker.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation.  Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

This position is an anticipated vacancy. It is expected to be vacant by 1/6/2025. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year. Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settingsProvides assistance with classroom activities.Prepares instructional materials.Assists in classroom set up and clean up.Manages individual and classroom behavior, using prescribed approaches.Supervises students on field trip activities.Performs other related duties as requested by Head of School/Principal. Qualifications - Required:Education: High School Diploma or GED.Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).Minimum of two years experience working with young children.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred:Associate's or Bachelor's Degree.Certification as a teacher or license as a social worker.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation.  Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

The James W. Hennigan K-8 school is committed to providing equitable learning experiences, believing that all students can and will learn. With a diverse student population, we value individuals who respect and honor this diversity. At the Hennigan K-8, we cultivate a mindset among educators that all students have the right to and ability to access standards through effective teaching. We prioritize implementing standards-aligned, grade-level instruction for all students, honoring best practices in teaching and learning. Our school seeks educators who can maintain rigor and expectations aligned with the Common Core State Standards (CCSS), while also valuing Social-emotional competencies and embodying the school's anti-racist efforts. Boston Public Schools seeks an exceptional Special Education/Learning Disabled Math Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.  In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.  BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.   Reports To:  Principal/Head of School ResponsibilitiesImplement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.Provide assistance for students transitioning to adult living services where appropriate. Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement (III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community. Qualifications - RequiredEducation:  Hold a Bachelor's degree.Hold a Massachusetts Teaching License in the appropriate content area and Moderate Disabilities for the appropriate grade level.Hold either ESL License at the appropriate level or SEI Endorsement.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualifications - PreferredExperience teaching in urban schools.Degree in Special Education.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). Terms:  BTU, Group I Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Mathematics Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.  In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.  BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.   Reports to:  Principal/Head of School ResponsibilitiesTeach: Mathematics in an SEI setting Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement (III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community. Qualifications - RequiredEducation:  Hold a Bachelor's degree.Hold a Massachusetts Teaching License in Mathematics at the appropriate grade level and either an SEI endorsement or dual certification in ESL.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualifications - PreferredExperience teaching in urban schools.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). Terms:  BTU, Group I Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.  The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Mathematics Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.  In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.  BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.   Reports to:  Principal/Head of School Responsibilities Teach: Mathematics in an SEI setting Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement (III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community. Qualifications - RequiredEducation:  Hold a Bachelor's degree.Hold a Massachusetts Teaching License in Mathematics at the appropriate grade level and either an SEI endorsement or dual certification in ESL.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualifications - PreferredExperience teaching in urban schools.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). Terms:  BTU, Group I Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.  The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

About Us At Destine Prep, we are dedicated to creating a welcoming learning environment that offers an enriching and rigorous curriculum to scholars in Schenectady, New York. Our schools provide an extended learning day and school year, as well as enrichment activities in music and the arts, to ensure your child receives the high-quality education they deserve.Role Overview The Lead Teacher’s role is primarily responsible for developing and implementing the curriculum, school culture, and the success of the school’s students. Duties & ResponsibilitiesPlan and deliver instruction while maintaining and improving instructional techniques and classroom management, including assessments, grading, and other classroom responsibilities.Provides appropriate supervision of students during class, breaks, meals, and transitions to maintain an optimal work environment and to ensure students’ safety and well-being.Assist with various work inside and outside the classroom, including supporting the main office team, teaching and helping coordinate classes, organizing student events, and developing mentoring learning partnerships with students.  Attending and participating in events outside regular school hours (e.g., family nights, student performances, field trips, report card nights, Teacher-Parent Conferences, etc.) and be available for open houses, parent-teacher conferences, and other events involving parents.Adapt and execute a rigorous, standards-aligned curriculum and assess students’ progress.Develop academically rigorous lessons, and create unit plans, rubrics, and assessments.Use data to inform instructional decisions.Provide students daily feedback on mastery performance in character and academics and plan for individual learning needs.Teach one or more classes or small groups of students or one or more subject blocks.Support students by providing one-on-one and small group tutoring daily, and small group intervention and student support with the potential of teaching small groups of students.Meet regularly with a coach and school leadership to implement feedback on lessons and instruction.Problem-solving and making timely determinations with classroom issues in a solution-focused manner.Establish, cultivate, and maintain a collaborative relationship with the Associate Teachers.Responsible for managing and reducing risk within the classroom and seeking assistance to resolve the matter.  Serve as an advisor to a small group of students.Lead advisory/homeroom in the morning and afternoon.Adaptability to professional development requirements and norms with a growth mindset to continuous improvement.Supervise students during transitions, breakfast, lunch, and after school.Accountable for students’ mastery of academic standards.Establish and maintain strong communication lines with all parents and share continuous progress and be available for open houses, parent-teacher conferences, and other events involving parentsResponsible for the visual, organizational and physical appearance of your classroom to ensure the students have a productive and safe learning environment.Communicate effectively with students, families, and colleagues.Implementing curricula and activities to meet academic standards.Designing and implementing assessments that measure progress towards academic standards.Using assessment data to refine curriculum and inform instructional practices.Participating in collaborative curriculum development, grade-level activities, school-wide functions, events, and trips with School Leadership and the Culture Team.Engage in practice-based professional development, mentorship, and coaching sessions. Providing consistent and clear rewards and consequences for student behavior.Plays a vital role as a partner with and mentor to the school’s Associate Teachers.Establish and maintain strong communication lines with all parents and share progress. Destine Preparatory Perform other duties as outlined by School Leadership.Committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all our stakeholders to participate in this work so that we can create a future without limits for our students together.Complies with all charter, federal, state, and local laws and regulations, including the NYS Department of Education, Department of Health, and NYS Office of Children and Family ServicesAdheres to organization policies and procedures; promotes and supports mission, vision, and values, including developing and participating in internal surveys and data collection for continuous improvement initiatives.Core CompetenciesDriven to improve the minds and lives of students in and out of the classroom.Demonstrated success in raising the achievement levels of traditionally underserved communities.Knowledgeable with high-quality curriculum and instruction for assigned grades and subject areas and deep knowledge of the NYS learning standards.Adaptability and comfort working in a complex, fast-paced environment that demands continuous learning and improvement.Impeccable interpersonal and organizational skills and a detail-oriented mindset that focuses on driving excellent results.Strong written, interpersonal, and communication skills focusing on student and family satisfaction and ability to work on and communicate with a cross-functional team with multiple stakeholders.Commitment to continuously improving curriculum and instruction through collaboration as part of a grade level team.Evidence of self-motivation, willingness to be a team player and a strong sense of personal responsibility.Create and foster a positive and calm learning environment.Help maintain a school-wide culture that best fits the needs of our students, teachers, and families.Ability to set direction within the classroom and motivate students to take action.Act as a positive role model, effectively manage emotions and demonstrate tolerance and empathy.Demonstrated strong pedagogy and instruction.Established communication and listening skills, including verbal and written communication and training skills.Possess strong organizational skills, communication skills (particularly with children), and problem-solving skills.Ability to manage and implement change and continuous improvement initiatives with proven creative thinking skills.Strong time management skills with the ability to manage multiple tasks simultaneously and meet tight deadlines.Flexible and able to multi-task within an ambiguous, fast-moving, entrepreneurial environment while driving toward clarity and solutions.Possess strong organizational skills, communication skills (particularly with children), and problem solving skills.Demonstrated resourcefulness in setting priorities and guiding investment in people and systems.Clear understanding that changing behaviors and habits require repetition and practice. Exhibit patience and flexibility with others and display high social and emotional intelligence.Extremely reflective and understanding of the importance of receiving feedback for ongoing professional growth.Facilitates opportunities to connect with students by being present and available during arrival and dismissal, appearing at school functions, and meeting with students. Excellent relationship builder with proven experience building trusting relationships with students, leading change, mobilizing others, and being champions to support the organization’s instructional mission.Understanding of handling confidential and sensitive information with extreme discretion.Belief that all students, regardless of background, can go to and through college or on to their chosen career.Eagerness and willingness to observe best practices in classroom instruction and education reform from experienced teachers and school leaders at a leading charter management organization and gain the experience and support necessary to develop their teaching skills.Interest in performing a critical support co-lead role and the ability to excel in a fast-paced, high-achieving, energetic, and results-oriented environment.Flexible with the ability to deal with unpredictability and respond appropriately.Established computer literacy, including but not limited to MS Office Suite and other database systems. Resilience, focus, and determination on student outcomes.Exhibited commitment to the school’s unique community.Demonstrate an understanding that changing behaviors and habits require repetition and practice. Aptitude to analyze and use qualitative and quantitative data regularly to drive decision making strong judgment.Manage and implement change and continuous improvement initiatives.  Significantly strong project management skills and an ability to multitask effectively and prioritize work efforts.A deep commitment to racial and educational equity; supports building an organization that reflects the community Destine Prep serves; holds self and others on the team accountable for centering equity.Demonstrated passion for and a commitment to the mission and vision for high-quality public education and the character traits we value.Education and ExperienceBachelor’s Degree from an accredited College or University is required.Valid NYS Teaching Licensure or willingness to pursue state certification required.Minimum of two (2) years of experience as a school educator, preferably in a charter or public school environment, preferred.Prior experience working in schools and urban communities is preferred but not required.Ability to work a flexible schedule outside of regular business hours.Aptitude to create and work within an inclusive environment that honors and supports a diversity of backgrounds and perspectives. Physical RequirementsThe physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully.  Reasonable accommodations may enable individuals with disabilities to perform essential functions.   Prolonged periods were spent sitting at a desk and working on a computer.Must be able to access and navigate all areas of the school and other facilities as needed. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.The employee needs to read, write, and speak English fluently.  While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools, or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear.  Dexterity requires writing and operating standard office machines such as computers, printers, copiers, fax machines, phones, and calculators.   Ability to occasionally lift and move up to 20 pounds. Job Description Acknowledgment The foregoing statements describe the primary purpose and the essential responsibilities assigned to this job. This job description is not designed to cover or contain a comprehensive listing of the employee's activities, duties, and responsibilities for this job. Duties, responsibilities, and activities may change with or without notice.Hiring Process This is role is for the 2025-2026 School Year. We will begin interviewing candidates in early January. Round 1: Phone screening with Talent ManagerRound 2: On-site interview with Head of School and Director of Scholar Support

This position is an anticipated vacancy. It is expected to be vacant soon. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year. Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settingsProvides assistance with classroom activities.Prepares instructional materials.Assists in classroom set up and clean up.Manages individual and classroom behavior, using prescribed approaches.Supervises students on field trip activities.Performs other related duties as requested by Head of School/Principal. Qualifications - Required:Education: High School Diploma or GED.Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).Minimum of two years experience working with young children.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred:Associate's or Bachelor's Degree.Certification as a teacher or license as a social worker.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation.  Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Special Education [Special Education Inclusion Programs] Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.  In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.  BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.   Reports To:  Principal/Head of School ResponsibilitiesImplement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.Provide assistance for students transitioning to adult living services where appropriate. Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement (III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community. Qualifications - RequiredEducation:  Hold a Bachelor's degree.Hold a Massachusetts Teaching License in the appropriate content area and Moderate Disabilities for the appropriate grade level.Hold either ESL License at the appropriate level or SEI Endorsement.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualifications - PreferredExperience teaching in urban schools.Degree in Special Education.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). Terms:  BTU, Group I Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional SPECIAL EDUCATION/SEVERE DISABILITIES Special Education Multihandicpd classes G1- 0.5 FTE PART-TIME TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.  In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.  BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.   Reports to:  Principal/Headmaster RESPONSIBILITIES:Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification.Provide assistance to transition to adult living services as appropriate.CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching profession Communicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standards Equitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class community Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected Parent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community. QUALIFICATIONS__REQUIRED:Education: Hold a Bachelor's degree.Hold a Massachusetts Teaching License in Severe Disabilities (All Levels).Hold either ESL License at the appropriate level or SEI Endorsement.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the BPS Standards of Effective Practice as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.QUALIFICATIONS__PREFERRED:Experience teaching in urban schools.Degree in Special Education.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms:  BTU, Group I Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Program Director of Special Services for Educational Options (BASAS 9A) (SY 24-25) who is highly qualified and knowledgeable to support the improvement of student outcomes and strengthen the engagement of families as partners; as well as collaborate with the Head of Schools and Program Directors of our Alternative Education Schools and Programs as well as the staff from the Re-Engagement Center. The Program Director of Special Education will work in collaboration with the Director of Educational Options/Alternative Education in carrying out all Chapter 28 regulatory responsibilities required for maintaining compliance with state and federal regulations and court orders.  It is expected that the Program Director for Special Education will improve the quality of instruction for all students with disabilities, assist in the professional development activities for both regular and special education staff, and contribute to the overall culture of the alternative schools and programs as an agent of change committed to progressive educational reform and meeting the needs of all students in a rigorous academic environment.In addition, The Program Director of Special Services for Educational Options, will assist in the placement of students with disabilities referred to the Re-Engagement Center seeking a placement into an alternative education school/program. The Program Director will… Engage families and students with disabilities as partners in planning, problem solving, and provide assistance with the transition and placement into an alternative school or program. Work with families and students who have an Individual Educational Plan to understand their choice in selecting an alternative school/program make recommendations on which schools and/or programs are better suited to serve the needs of the student.Work collaboratively with school administrators, faculty and staff in the placement of students with disabilities into an alternative education school and/or program. Coordinate, access, and support the continuum of settings and array of services for students with disabilities and students placed-at-risk within the alternative network of schools and programs. Responsibilities:Assists the in implementation of all special education programs, including but not limited to the coordination of the development of Individual Education Plans (IEPs) for students referred for Chapter 28 services, testing, running meetings, and the creation and implementation of 504s and 688s and, in carrying out all Chapter 28 regulations and court orders. Develops and implements integrative/inclusive programs within the school working with school leadership to evaluate and monitor their effectiveness in terms of quality service to students. Work with staff members, both in the classroom and in professional development opportunities, to support differentiated instruction. Assists in planning the implementation of literacy programs and behavior intervention models to support alignment of citywide learning standards with effective teaching practices. Model, co-teach, and observe in classes. Provide feedback and suggestions to support teachers in their efforts to support a range of learners. Support the creation and implementation of portfolios. Assume a lead role in the professional development activities of special education and regular education teachers to improve instruction for all special education students. Oversees the development and coordination of curriculum goals and objectives and distribution of instructional materials for the school's special education programs. Work with families to increase their engagement in their child's school experience. Maintains responsive lines of communication among students, parents, and staff involved with special education programs. Support improved attendance and timeliness, homework completion, classroom on-task behavior, etc. Work collaboratively with school administrators, faculty and staff to ensure consistent implementation of the school-based rules and the Code of Conduct Perform other responsibilities as designated by the Office of Specialized Services and The Department of Educational Options/Alternative Education.  Qualifications: Required: Culturally competent and multilingual. Experience working in urban high schools and/or working in an alternative education setting. Ability to work with a diverse academic, socio-economic, cultural, ethnic, and educational backgrounds of district students;Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.Strong knowledge of school improvement strategies.Regularly reflects on practice, seeks and responds to feedback, and demonstrates self awareness and commitment to continuous learning and development.Strong ability to define problems, collect data, establish facts, and draw valid conclusions;Demonstrated experience with project management, including meeting tight deadlines to successfully achieve goalsMaster's Degree in education with a concentration in Special Education Administration and/or a related field Massachusetts Supervisor/Director license or Administrator of Special Education Provisional with Advanced Standing or Standard Three (3) years teaching experience Massachusetts teacher license in special education An understanding of Experience and training in the supervision and evaluation of teachers/as a professional developer Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with students, teachers, administrators, and parents Qualifications Preferred: Interest in working in fast-paced environment and ability to manage multiple responsibilities with humor and enthusiasmExperience with and/or knowledge of educational reformExperience with and knowledge of advising programs Knowledge of MA Curriculum Frameworks, Vocational Frameworks and AssessmentsExperience developing or working within both an inclusion model and a learning center model Terms: BASAS 9A

Title: Coordinator of Special Education (COSE) -  Central Office and School-Based Compliance Boston Public Schools seeks an exceptional COORDINATOR OF SPECIAL EDUCATION (COSE) who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers and COSE who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is an excellent place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher. This position is a Central Office COSE position that supports COSE through training, mentoring, building capacity, and instructional best practices and a Compliance COSE that provides coverage at schools across the City of Boston to ensure compliance when a school has a COSE vacancy.  REPORTS TO: Chief of Specialized Services or their Designee  Responsibilities.06 Central Office COSESupport the improvement of student outcomes and strengthen the engagement of families as partners.Mentoring COSEs, supporting understanding the special education process (federal and state laws and regulations) and procedures and practices within Boston, supporting new technology, and serving as a reference for general questions (not technical assistance or case management).Weekly meetings with assigned COSE to attend Individual Education Program (IEP) meetings and procedural expectations as identified by School-based Assistant Director (AD).Train COSE in whole groups at COSE professional development (PD) and one-to-one on EdPlan, IEP process, and Department of Elementary and Secondary Education (DESE) regulations.Work with the Office of Specialized Services (OSS) to ensure that best practices are promoted and followed in each school by reviewing and maintaining student files, and analyzing school data to determine compliance with all applicable regulations, and ensuring staff have the necessary training and skills to implement IEPs.Support with the SY Mentoring program, including individually mentoring up to 20 COSEs at any given time.Work with the Office of Specialized Services Leadership team in order for OSS to develop a greater and deeper understanding of school-based issues that support or challenge compliance, LRE placement options and strengthen CO' ability to perform all aspects of the role efficiently and effectively.Work with RSP and Behavioral Health leadership teams in order for them to develop a greater and deeper understanding of issues and proactively plan solutions for areas of need that affect team compliance.Educate new COSE at COSE PD and onboarding.Perform all related duties requested by the Manager of Compliance. .04 Compliance COSEMaintain a caseload proportionate to status as 0.4 FTE Compliance COSE (or 54 total cases).When assigned to a school, collaborate with the Principal/Head of school to:Provide a respectful and engaging school environment for ALL students.Ensure that students with disabilities participate in the general education environment with their non-disabled peers per the IEP.Provide and/or arrange professional development and support for special education teachers and related service providers.Coordinate and support the continuum of settings and an array of services for students with disabilities and students placed at risk.Engage families as partners in planning, problem-solving, and assisting with school assignments.Support the development of culturally competent practice at all levels.Collaborate with the Principal/Head of school in providing FAPE, LRE, and specialized instruction and services for students with disabilities and differentiated instruction for all students.Provide support to special education teachers regarding research-based and effective instructional and social-emotional-behavioral practices.Provide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilities.Support the maintenance and improvement of regulatory compliance by reviewing data with the school team, including COSE, special education teachers, school leaders, and Assistant Directors and assist with the development of an action plan.Process referrals for and chair all original, re-evaluation, and emergency placement team meetings; develop IEPs for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans, chair annual review meetings and provide teachers and other service providers as appropriate with copies of IEPs at the beginning of each year and when changes occur after that.Chair team meetings for students with disabilities served in private placements who may be returning to Boston Public Schools.Chair Section 504 eligibility meetings and develop 504 accommodation plans.Collaborate with the Principal/Head of school in aligning student schedules with IEPs and 504 plans.Collaborate with the Principal/Head of school, the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act:scheduling of assessments and meetingsconsents from parentsnotices and invitations to families and providerspresenting and tracking IEPsmonitoring for parent signaturesprogress reports from teachers and service providersmanagement reports and other required reportsolder transfer and maintenanceAs needed, participate in dispute resolution meetings, hearings, and mediation settlement meetings.                    Medicaid reimbursement activities (Parent Consents, Random Moments, EasyTrac).Perform other duties related to this job description as the immediate supervisor requires.Participate in, and provide training in regular organizational meetings and professional development activities offered by the OSS.Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISPs should demonstrate.   Accountability for Student Achievement(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.Consistently defines high expectations for student learning goals and behavior.Assesses student learning regularly using a variety of assessments to measure growth, and understanding.Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.  Communicating Professional Knowledge(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.    Equitable & Effective Instruction(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge) Builds a productive learning environment where every student participates and is valued as part of the class community.Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.  Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.  Parent/Family Engagement(III-A-1. Parent/Family Engagement, III-B-2. Collaboration) Engages with families and builds collaborative, respectful relationships with them in service of student learning.Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home. Professional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.Qualifications - RequiredValid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, or MA DESE License in School Psychologist, or MA DESE License in Speech-Language Pathology.Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act.Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive, supportive relationships with parents of students with special needs.Ability to meet the BPS Standards of Effective Practice as outlined above.Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners.Three years of successful experience in an urban school system or urban human service setting.Excellent problem-solving, communication, and organizational skills.Qualifications - PreferredMaster's Degree in Special Education or a related field.Administrative/supervisory certification and experience in educational setting(s), preferably special education.Urban special education teaching or related service experience.Experience using the Special Education Information Management System (SEIMS).BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms and Conditions of Employment: BTU Teachers Bargaining Unit Compensation: BTU Schedule A Rate plus 10% Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. Length of Workday: 7-hour and 10 minute workday. The work schedule will be determined in collaboration with the responsible supervisor. Length of Work Year: 183 days + 18 days Work Year Expectations: This position is expected to work the five working days prior to the return of BTU teachers unit members at the start of school and the five working days following the end of the school year. The eight remaining days will be scheduled (likely over summer recess) in consultation with the Chief of Specialized Services or their Designee taking into consideration the employees’ preferred dates. The employee and Chief of Specialized Services or their Designee will endeavor to provide as much advanced notice as possible for scheduling the days.  The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

***This school has been designated as a Level 4 School by the State of Massachusetts. This designation allows districts to utilize the new tools granted in the landmark education reform law that was passed in 2010 to provide additional services for these schools. Some of these tools will allow for extended time and extra compensation where needed. The Special Education Program Director will assist the leadership of the school in carrying out all Chapter 28 regulatory responsibilities required for maintaining compliance with state and federal regulations and court orders. In addition, it is expected that the Program Director for Special Education will improve the quality of instruction for all students with disabilities, assist in the professional development activities for both regular and special education staff, and contribute to the overall culture of the school as an agent of change committed to progressive educational reform and meeting the needs of all students in a rigorous academic environment. Reports to:  Headmaster Responsibilities:1.Assists the in implementation of all special education programs, including but not limited to the coordination of the development of Individual Education Plans (IEPs) for students referred for Chapter 28 services, testing, running meetings, and the creation and implementation of 504s and 688s and, in carrying out all Chapter 28 regulations and court orders.2.Develops and implements integrative/inclusive programs within the school working with school leadership to evaluate and monitor their effectiveness in terms of quality service to students.3.Work with staff members, both in the classroom and in professional development opportunities, to support differentiated instruction.4.Assists in planning the implementation of literacy programs and behavior intervention models to support alignment of citywide learning standards with effective teaching practices.5.Model, co-teach, and observe in classes.6.Provide feedback and suggestions to support teachers in their efforts to support a range of learners.7.Support the creation and implementation of portfolios.8.Assume a lead role in the professional development activities of special education and regular education teachers to improve instruction for all special education students.9.Oversees the development and coordination of curriculum goals and objectives and distribution of instructional materials for the school's special education programs.10.Work with families to increase their engagement in their child's school experience.11.Maintains responsive lines of communication among students, parents, and staff involved with special education programs.12.Support improved attendance and timeliness, homework completion, classroom on-task behavior, etc.13.Work collaboratively with school administrators, faculty and staff to ensure consistent implementation of the school-based rules and the Code of Conduct14.Perform other responsibilities as designated by the Headmaster. Qualifications:Required:A. Master's Degree in education with a concentration in Special Education Administration and/or a related fieldB. Massachusetts Supervisor/Director license or Administrator of Special Education Provisional with Advanced Standing or StandardC. Three (3) years teaching experienceD. Massachusetts teacher license in special educationE. Experience and training in the supervision and evaluation of teachers/as a professional developerF. Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with students, teachers, administrators, and parentsG. Ability to establish a diverse multi-cultural atmosphere that enhances individual growth and promotes a positive self-imageH. Experience with and/or knowledge of educational reformI. Experience with and knowledge of advising programsJ. Knowledge of MA Curriculum Frameworks, Vocational Frameworks and Assessments Preferred:A. Experience in working with students during transitions (orientations, moving to college)B. Experience developing or working within both an inclusion model and a learning center modelC.  Interest in working in fast-paced environment and ability to manage multiple responsibilities with humor and enthusiasm Terms: BASAS 9A 209 days Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Title: Coordinator of Special Education (COSE) -  Central Office and School-Based Compliance Boston Public Schools seeks an exceptional COORDINATOR OF SPECIAL EDUCATION (COSE) who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers and COSE who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is an excellent place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher. This position is a Central Office COSE position that supports COSE through training, mentoring, building capacity, and instructional best practices and a Compliance COSE that provides coverage at schools across the City of Boston to ensure compliance when a school has a COSE vacancy.  REPORTS TO: Chief of Specialized Services or their Designee  Responsibilities.06 Central Office COSESupport the improvement of student outcomes and strengthen the engagement of families as partners.Mentoring COSEs, supporting understanding the special education process (federal and state laws and regulations) and procedures and practices within Boston, supporting new technology, and serving as a reference for general questions (not technical assistance or case management).Weekly meetings with assigned COSE to attend Individual Education Program (IEP) meetings and procedural expectations as identified by School-based Assistant Director (AD).Train COSE in whole groups at COSE professional development (PD) and one-to-one on EdPlan, IEP process, and Department of Elementary and Secondary Education (DESE) regulations.Work with the Office of Specialized Services (OSS) to ensure that best practices are promoted and followed in each school by reviewing and maintaining student files, and analyzing school data to determine compliance with all applicable regulations, and ensuring staff have the necessary training and skills to implement IEPs.Support with the SY Mentoring program, including individually mentoring up to 20 COSEs at any given time.Work with the Office of Specialized Services Leadership team in order for OSS to develop a greater and deeper understanding of school-based issues that support or challenge compliance, LRE placement options and strengthen CO' ability to perform all aspects of the role efficiently and effectively.Work with RSP and Behavioral Health leadership teams in order for them to develop a greater and deeper understanding of issues and proactively plan solutions for areas of need that affect team compliance.Educate new COSE at COSE PD and onboarding.Perform all related duties requested by the Manager of Compliance. .04 Compliance COSEMaintain a caseload proportionate to status as 0.4 FTE Compliance COSE (or 54 total cases).When assigned to a school, collaborate with the Principal/Head of school to:Provide a respectful and engaging school environment for ALL students.Ensure that students with disabilities participate in the general education environment with their non-disabled peers per the IEP.Provide and/or arrange professional development and support for special education teachers and related service providers.Coordinate and support the continuum of settings and an array of services for students with disabilities and students placed at risk.Engage families as partners in planning, problem-solving, and assisting with school assignments.Support the development of culturally competent practice at all levels.Collaborate with the Principal/Head of school in providing FAPE, LRE, and specialized instruction and services for students with disabilities and differentiated instruction for all students.Provide support to special education teachers regarding research-based and effective instructional and social-emotional-behavioral practices.Provide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilities.Support the maintenance and improvement of regulatory compliance by reviewing data with the school team, including COSE, special education teachers, school leaders, and Assistant Directors and assist with the development of an action plan.Process referrals for and chair all original, re-evaluation, and emergency placement team meetings; develop IEPs for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans, chair annual review meetings and provide teachers and other service providers as appropriate with copies of IEPs at the beginning of each year and when changes occur after that.Chair team meetings for students with disabilities served in private placements who may be returning to Boston Public Schools.Chair Section 504 eligibility meetings and develop 504 accommodation plans.Collaborate with the Principal/Head of school in aligning student schedules with IEPs and 504 plans.Collaborate with the Principal/Head of school, the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act:scheduling of assessments and meetingsconsents from parentsnotices and invitations to families and providerspresenting and tracking IEPsmonitoring for parent signaturesprogress reports from teachers and service providersmanagement reports and other required reportsolder transfer and maintenanceAs needed, participate in dispute resolution meetings, hearings, and mediation settlement meetings.                    Medicaid reimbursement activities (Parent Consents, Random Moments, EasyTrac).Perform other duties related to this job description as the immediate supervisor requires.Participate in, and provide training in regular organizational meetings and professional development activities offered by the OSS.Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISPs should demonstrate.   Accountability for Student Achievement(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.Consistently defines high expectations for student learning goals and behavior.Assesses student learning regularly using a variety of assessments to measure growth, and understanding.Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.  Communicating Professional Knowledge(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.  Equitable & Effective Instruction(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge) Builds a productive learning environment where every student participates and is valued as part of the class community.Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.  Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.  Parent/Family Engagement(III-A-1. Parent/Family Engagement, III-B-2. Collaboration) Engages with families and builds collaborative, respectful relationships with them in service of student learning.Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home. Professional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.Qualifications - RequiredValid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, or MA DESE License in School Psychologist, or MA DESE License in Speech-Language Pathology.Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act.Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive, supportive relationships with parents of students with special needs.Ability to meet the BPS Standards of Effective Practice as outlined above.Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners.Three years of successful experience in an urban school system or urban human service setting.Excellent problem-solving, communication, and organizational skills.Qualifications - PreferredMaster's Degree in Special Education or a related field.Administrative/supervisory certification and experience in educational setting(s), preferably special education.Urban special education teaching or related service experience.Experience using the Special Education Information Management System (SEIMS).BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms and Conditions of Employment: BTU Teachers Bargaining Unit Compensation: BTU Schedule A Rate plus 10% Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. Length of Workday: 7-hour and 10 minute workday. The work schedule will be determined in collaboration with the responsible supervisor. Length of Work Year: 183 days + 18 days Work Year Expectations: This position is expected to work the five working days prior to the return of BTU teachers unit members at the start of school and the five working days following the end of the school year. The eight remaining days will be scheduled (likely over summer recess) in consultation with the Chief of Specialized Services or their Designee taking into consideration the employees’ preferred dates. The employee and Chief of Specialized Services or their Designee will endeavor to provide as much advanced notice as possible for scheduling the days.  The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

This position is an anticipated vacancy. It is expected to be vacant by 12/03/2024. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year. Title: Coordinator of Special Education (COSE) - School Based Boston Public Schools seeks an exceptional Coordinator of Special Education (COSE) [.8 FTE @ Henderson/.2FTE @ Curley] who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.  In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.  BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.   Reports to: Principal/Head of School and Office of Special Education (OSE) Assistant Directors  ResponsibilitiesSupport the improvement of student outcomes and strengthen the engagement of families as partnersCollaborate with the Principal/Head of school to:provide a respectful and engaging school environment for ALL studentsensure that students with disabilities participate in the general education environment with their non-disabled peers per the IEPprovide and/or arrange professional development and support for special education teachers and related service providers.Coordinate and support the continuum of settings and an array of services for students with disabilities and students placed-at-riskServe as liaison to and coordinate the work of outside agencies providing services to students in those schools without a Student Development CoordinatorEngage families as partners in planning, problem-solving, and provide assistance with school assignmentsSupport the development of culturally competent practice at all levelsCollaborate with the Principal/Head of school in providing FAPE, LRE, and specialized instruction and services for students with disabilities, and differentiated instruction for all studentsProvide support to special education teachers regarding research-based and effective instructional and social-emotional-behavioral practicesProvide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilitiesSupport the maintenance and improvement of regulatory complianceProcess referrals for and chair all original, re-evaluation, and emergency placement team meetings; develop Individual Educational Plans (IEPs) for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans; chair annual review meetings until such time as the Boston School Committee has satisfied its bargaining obligations to have Special Education Teachers and Related Service Providers chair the annual review meetings, and provide teachers and other service providers as appropriate with copies of IEPs at the beginning of each year and when changes occur thereafterConsult with and support special education teachers and related service providers in their responsibilities to chair annual reviews and develop IEPs for these students when the Boston School Committee has satisfied its bargaining obligations to have Special Education Teachers and Related Service Providers chair the annual review meetings.Chair team meetings for students with disabilities served in private placements who may be returning to Boston Public SchoolsChair Section 504 eligibility meetings and develop 504 accommodation plansCollaborate with the Principal/Head of school in aligning student schedules with IEPs and 504 plansCollaborate with the Principal/Head of school, and the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act,scheduling of assessments and meetingsconsents from parentsnotices and invitations to families and providerspresenting and tracking IEPsmonitoring for parent signaturesprogress reports from teachers and service providersmanagement reports and other required reportsolder transfer and maintenanceParticipate in dispute resolution meetings, hearings, and mediation settlement meetings as neededMedicaid reimbursement activities (Parent Consents, Random Moments, EasyTrac)Perform other duties related to this job description as required by the school Principal/Head of school or other immediate supervisorParticipate in regular organizational meetings and professional development activities provided by the Office of Special Education (OSE)Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.  Accountability for Student Achievement(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.Consistently defines high expectations for student learning goals and behavior.Assesses student learning regularly using a variety of assessments to measure growth, and understanding.Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.Communicating Professional Knowledge(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.Equitable & Effective Instruction(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)Builds a productive learning environment where every student participates and is valued as part of the class community.Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)Engages with families and builds collaborative, respectful relationships with them in service of student learning.Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.Professional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Qualifications - RequiredValid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, or MA DESE License in School Psychologist, or MA DESE License in Speech-Language Pathology.Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act.Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive, supportive relationships with parents of students with special needs.Ability to meet the BPS Standards of Effective Practice as outlined above.Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners.Three years of successful experience in an urban school system or urban human service setting.Excellent problem-solving, communication, and organizational skills. Qualifications - PreferredMaster’s Degree in Special Education or a related field.Administrative/supervisory certification and experience in educational setting(s), preferably special education.Urban special education teaching or related service experience.Experience using the Special Education Information Management System (SEIMS).BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Group I Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.