The BTU Specialist will provide support to the students with disabilities enrolled in the Inclusion Strand and other students placed at risk within the schools. The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principals, Head of Schools, and Office of Specialized Services (OSS).
Reports to Principals, Head of Schools, or OSS Program Director in certain schools with support from OSS.
Responsibilities:
• Provide specific support services appropriate for the students enrolled in this strand and other students placed at risk defined collaboratively by the Principal, Head of School, and OSS. • Provide support services to individual students, small groups, and class groups as defined in IEPs or Service Team Action Plans. • Collaborate in planning and service delivery with Principals, Head of Schools, HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators. • Provide case management and liaison with other school district and community-based providers. • Participate as members of Service Teams and Evaluation Teams. • Provide consultation and professional development to colleagues.
Core Competencies:
Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP 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. Maintains a respectful environment.
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 socio-emotional learning experiences for students.
Qualifications Required:
Holds a Moderate or Severe Disabilities License from the State of Massachusetts, depending on school. Experience teaching and/or working with students with special needs, ideally in an inclusion setting. Experience delivering these support services to students with disabilities. Ability to meet the BPS Standards of Effective Practice as outlined above.
Qualification-Preferred:
Holds a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license. Masters Degree in special education or an appropriately related field. Experience in the Boston Public Schools. Experience working in urban public 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 BPSs official languages: Spanish, Creole, Cape Verdean, Haitian, Chinese, Vietnamese, Portuguese, and Somali.
Terms:
BTU Group I
Please refer to the BPS website 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 on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex, gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities.
BPS does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the Americans with Disabilities Act (ADA) for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.