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Specialist, Inclusion Strand[Moderate License]

Employer
Boston Public Schools
Location
Boston, MA, US
Salary
Competitive

Job Details

THIS IS A LONG TERM SUB POSITION that is expected to start on 12/7/22 and end on 6/22/23. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay.

The Mary Lyon School seeks an exceptional Specialist who is highly qualified and knowledgeable to join our
community of teachers, learners, and leaders. The Mary Lyon School is a fully inclusive environment where students
from across the city are supported with what they need in the classroom. The Mary Lyon is unique in that it
specializes in supporting students with emotional and behavioral disabilities, but we serve students of a wide variety
of learning and social needs. We believe that diversity is a fact and inclusion is an act.
The program design is grounded in a unitary model of inclusion (one teacher licensed in content and special
education) with 20 students (14 general education and 6 high needs students with disabilities) in Grades 7 - 12 at the
Upper Campus. However, we aim to create more opportunities for co-teaching in every classroom.
At the Mary Lyon School, we believe that each and every student is a child in development. As a result, we endeavor
to build in each child a sense of confidence in their ability to learn and solve problems.
Any candidate seeking a position at the Mary Lyon School must demonstrate a strong commitment to its values and
mission.

The Specialist will provide support to the students with disabilities enrolled in the Inclusion Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Headmaster(s) and Office of Special Education (OSE).

REPORTS TO: Principal(s)/Headmaster(s) or OSE Program Director (in certain schools) with support from OSE

RESPONSIBILITIES:
  • Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal and OSE
  • Support Lyon Teachers
    ? Evaluate a caseload of Lyon teachers as part of the Lyon evaluation team.
    ? Observe and meet one-on-one or in small groups with teachers on caseload regularly to debrief and identify
    the next steps.
    ? Support the growth of excellent, impactful teachers through ongoing instructional coaching. Differentiate
    coaching approach based on individual teacher learning needs. Duties could include co-planning,
    observation, peer observation, filming, etc.
    ? Support staff through the required steps in the evaluation process (self-assessment, goals, artifacts) as
    needed.
    Support Lyon Progressional Development
    ? Work with the Admin team to create Lyon's school-wide goals and map out Lyon's annual PD calendar
    ? Be a member of the Instructional leadership team
    ? Help to plan and facilitate whole-staff meetings
    ? Help to plan and facilitate Lyon August PD
    ? Support teacher leadership development by helping Grade Level leaders, Dept Chairs, and other peer
    leaders to develop effective agendas and meeting protocols.
  • 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 Principal(s)/Headmaster(s), 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 Capital has identified priority skills and abilities that all BPS SSIP should demonstrate.

  1. 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.
  1. 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.
  1. 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.
  1. 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.
  1. 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.
  1. 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 - REQUIRED:
  1. Holds a Moderate or Severe Disabilities License from the State of Massachusetts (depends on school).
  2. Experience teaching and/or working with students with special needs, ideally in an inclusion setting.
  3. Experience delivering these support services to students with disabilities.
  4. Ability to meet the BPS Standards of Effective Practice as outlined above.

QUALIFICATIONS - PREFERRED:
  1. Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.
  2. Master's Degree in special education or an appropriately related field.
  3. Experience in the Boston Public Schools.
  4. Experience working in urban public schools.
  5. 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:

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 SY20-21 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.

Company

As the birthplace of public education in this nation, the Boston Public Schools is committed to transforming the lives of all children through exemplary teaching in a world-class system of innovative, welcoming schools. We partner with the community, families, and students to develop in every learner the knowledge, skill, and character to excel in college, career, and life.

Company info
Telephone
(617) 635-1550
Location
2300 Washington Street
Roxbury
MA
02119
United States

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