Title: Office of Special Education and Student Services Inclusive Practices Support Specialists (BTU)
Job Code: S20302
Reports to: Assistant Superintendent of Special Education
The Boston Public Schools and Office of Special Education Supports and Services believe that students with disabilities can be academically and behaviorally successful in inclusive environments. The level and type of support our students with disabilities need can vary based on their individualized educational plans (IEPs) and schools sometimes need additional technical support to ensure this academic and behavioral success. The District is looking for dynamic and innovative individuals to work collaboratively with central and school based teams to provide direct support to general, inclusive and substantially separate classrooms that need assistance in developing and implementing instructional strategies in academics, behavior, and/ or social skills . These may vary for individual, small group, or classroom support.
BPS is compiling Inclusive Practice Teams, consisting of two IP Specialists and one paraprofessional each, to work directly with classroom staff. The teams will not only provide direct consultation and coaching, but will also identify and develop tools and other professional development resources to support schools and students. There will be four district wide Inclusive Practice Teams. The teams will be charged with providing direct consultation and coaching support, including modeling, to classroom staff. They will also be identifying and developing tools, and professional development on larger topics to support all students.
The Inclusive Practice Support Specialists need to have extensive experience working with students with disabilities and implementing successful instructional, behavioral, and social strategies in a variety of educational settings. The Inclusive Practice Teams will also work with central office personnel to build capacity and understanding of the school experience that is needed for the BPS inclusion vision to be attained. The Office of Special Education wants to create support networks that will ensure all students have equitable access to opportunities and experience achievement.
The Inclusive Practice Support Specialist is responsible for the following:
- Providing direct support to schools that are beginning to develop classroom strategies to support instructional, behavioral, and social challenges in individual classrooms;
- Providing support in ABA and PBIS strategies;
- Providing instructional support in Universal Design for Learning;
- Modeling and coaching on addressing challenging behaviors such as high intensity chronic behaviors, physical aggression, self injurious behaviors, classroom disruption;
- Supporting schools and classrooms with the implementation of FBA-BSP;
- Developing short and long term strategies for classrooms and schools that are working on improving instructional, behavioral, and social supports for students;
- Providing intensive intervention and support sessions for classroom based staff;
- Providing modeling of strategies to classroom staff in the classroom;
- Working with other Classroom Support Specialists teams to design consist district wide support to reoccurring issues in special education classrooms;
- Developing an understanding of the supports schools and classrooms need and work collaboratively with central office staff, including general education partners to develop and deliver these supports;
- Working collaboratively Design and deliver professional learning experiences for school leaders, teachers and paraprofessionals based upon an understanding of the areas of support needed in each school;
- Engaging in ongoing professional learning;
- Working collaboratively with central office personnel to ensure that all students have equal access to the support and services they need to attain academic success;
- Completing other tasks as requested by the Executive Director of Special Education and Student Services.
Qualifications - Required:
- Hold valid Special Education certification in moderate OR severe disabilities;
- Hold a Master's Degree in the field of Special Education or Related Field;
- Possess a minimum of five years of experience as a Special Education teacher in a large urban district ;
- Demonstrate experience in culturally and linguistically responsive practices;
- Experience with problem solving complex cases;
- Demonstrate experience with and a strong understanding of the Common Core and UDL;
- Demonstrate capability to work collaboratively with central office and school administrators, direct service providers, families, students, and outside partners;
- Demonstrate the ability to assess and address the academic and behavioral needs of students;
- Ability to effectively communicate how to design rigorous instruction that incorporates engagement methods and access for the diverse needs of BPS classrooms, such as Universal Design for Learning and differentiated instruction as well as interventions;
- Demonstrate knowledge of transition requirements for students with disabilities;
- Be authorized to work in the United States (candidates must have such authorization by their first day of employment).
Qualifications - Preferred:
- Board Certified Behavior Analyst
- ESL certified
- Bilingual or fluent in a second language
Terms: This is a BTU position. Salary depends on education and experience.
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.