Job Details
Job ID: 5540599
Job Description
The BTU 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)/Head of School(s) and Office of Specialized Services (OSS).
The Inclusion Strand Specialist position at Charlestown High School (CHS) will serve as a dedicated instructional and programmatic leader within our Life Skills program, supporting students with substantially separate IEPs and the educators who serve them. The Strand Specialist will have their primary home base within the Life Skills program and will work in close collaboration with Life Skills teachers, paraprofessionals, related service providers, and CHS leadership. The central purpose of this role is to strengthen the quality, coherence, and impact of Life Skills programming through instructional support, development of systems for progress monitoring, and coordination of high-quality academic, social, and transition experiences for students.
While this job title reflects a commitment to inclusion, this role is not a generic school wide inclusion role. Instead, it carries a targeted responsibility to support inclusive opportunities for our Life Skills students, including access to academic classes, electives, and co-curricular experiences aligned to student needs and goals. This work is grounded in the role’s primary commitment to the Life Skills, such that students experience a strong, specialized programming and meaningful connection to the broader school community.
Reports to: Principal(s)/Head of School(s) 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 Principal(s)/Head of School(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 Resources has identified priority skills and abilities that all BPS SSIP should demonstrate.
(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 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
Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.
Master’s 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 BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & 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 ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org .
Position Type: Traditional
Job Categories:
Special Education, Alternative Learning Environment
Special Education, Autism
Special Education, Behavior Specialist / EBD
Special Education, Emotionally Disabled
Special Education, Learning Disabled
Special Education, Mentally Disabled
Special Education, Mild/Moderate Disabilities
Special Education, Multiple Disabilities
Special Education, Severe/Profound Disabilities
Job Requirements
At least 1 year(s) of relevant experience preferred.
Bachelor degree preferred.
Citizenship, residency or work visa required
Contact Information
Boston Public Schools, Office of Human Resources
2300 Washington Street
Roxbury, Massachusetts 02119
Email: hiringprocess@bostonpublicschools.org
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