Comprehensive School Health Services Grant Regional Nurse Consultant for the Boston Region

Boston, MA, US
Jun 14, 2019
Office of SELWell Overview:
The mission of SELWell is to build the capacity of schools, while eliminating inequities, to improve the social, emotional, and physical skills and knowledge of all students to support their healthy development, readiness to learn, and preparedness for life.

The Comprehensive School Health Services (CSHS) Grant Regional Consultant for the Boston Region resides in the Office of Social Emotional Learning & Wellness (SELWell) within the Academic & Student Support for Equity Team (ASSET) of the Boston Public Schools (BPS), reporting to the Senior Director of School Health Services. The Regional Consultant is responsible for coordinating the sharing of best practices among the CSHS granted programs and all other public schools (including charter schools) within the Boston region (Boston, Chelsea, Revere, Winthrop, and Brookline) to improve health outcomes for students with chronic diseases and advance the mission of Boston Public Schools. The nurse will serve as school nurse representative to regional initiatives of the Massachusetts Department of Public Health (MA DPH) and other state agencies, and attend various MA DPH meetings to address common issues. The Regional Consultant will serve in a mid level role within the department of School Health Services. The Regional Consultant will also be responsible for completing multiple school site visits and connecting nurses within the region in order to collaborate on local issues and develop solutions to present to stakeholders and administration.

Nursing Support/Consultation:
  • Identify and provide support to all Model CSHS programs, affiliated programs and all other public schools, including charter schools and collaborative programs, in the Executive Office of Health and Human Services assigned region.
  • Provide consultation and technical assistance, including telephone consultation, meetings and site visits. Consultation content areas may include but not limited to: clinical services, leadership development, policy and program development and budgeting.
  • Make site visits to all CSHS programs as least once annually and quarterly for programs with new leadership. Provide management, financial and program consultation on CSHS funds, including review of annual budget expenditures.
  • Advise MA DPH on issues relating to child health and developing the school health service system across the Commonwealth. This consultation will include the School Health Unit and involve serving on local, regional and statewide committees.

Relationship Building:
  • Explore common issues and resources in the region, such as school nursing, workforce development and leadership skills with community partners.
  • Represent school health on regional emergency planning committees and other committees/coalitions across the region.
  • Collaborate with both local and regional primary care providers and other providers to identify issues related to providing and linking healthcare systems with school health services.
  • Serve, facilitate and consult on MA DPH CSHS Evaluation Committee Continuous Quality Improvement (CQI) projects locally and regionally.

Professional Development:
  • Schedule a minimum of three meetings annually (minimum of five hours in duration) within the region to provide networking and consultation in areas such as clinical services, leadership development, policy development, the role of the nurse manager, emergency preparedness planning, data collection, budget, funding opportunities, and/or nursing practice issues. MA DPH staff will be invited to attend these meetings.
  • Attend and participate in delivering content in all MA DPH mandated training programs annually, including Foundations of School Nursing Practice, Medication Administration, Health Screening Programs and Leadership trainings.
  • Work with the Boston University School Health Institute for Education and Leadership Development (SHIELD) to provide attendees with professional development programs with professional development points (PDPs) or continuing nursing education units (CNEs).

  • Attend all required CSHS meetings, including Regional Consultant and CSHS Evaluation meetings organized by MA DPH.
  • Join with other Regional Consultant school districts to develop an article on regional consultant schools for publication in years 2-3 of the contract.
  • Complete and submit to MA DPH an annual narrative report documenting the progress of schools within the region toward meeting the goals of the grant.

CORE COMPETENCIES: Using the Rubric of Specialized Support Instructional Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP 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.

  • Bachelor's of Science in Nursing and a Masters in Nursing, Public Health or Education.
  • Massachusetts license as a Registered Nurse.
  • MA State Dept. of Education School Nurse License (All Levels).
  • Minimum five years school nurse experience in an urban setting.
  • CPR & First Aid Certification.
  • Exemplary communication skills, including the ability to communicate important, time-sensitive information to large groups of people
  • Experience in providing effective professional developments to large and small groups
  • Experience facilitating meetings for large groups
  • Experience with budget management
  • Commitment to self-reflection and ongoing learning
  • Strong writing skills, including experience writing complex reports
  • Strong computer skills, including experience with Microsoft Office and G Suite
  • Ability to work independently and in a collaborative team environment
  • Comfort with handling multiple projects simultaneously as well as working with rapidly shifting priorities and targets
  • Experience working with culturally-linguistically diverse students, families and communitie s
  • Current driver's license and access to a vehicle
  • Current authorization to work in the United States
  • An understanding of and commitment to gain greater understanding of what is necessary for an urban school system to enjoy continuous improvement in an increasingly complex and competitive environment.
  • A deeply held and unyielding belief in the overarching mission of public education.

  • Experience in: support services in an urban school setting; liaison and case management; high risk, multi-problem children and adolescents.
  • 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.
  • Familiarity with Boston and Boston Public Schools

Terms: BTU, Group I plus 10%.

Please refer to (Licensed Staff >> Employee Benefits and Policies) for more information on compensation. Salaries are listed by Unions and Grade/ 10%.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, 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.

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