Special Education Coordinator Jobs

This position is an anticipated vacancy. It is expected to be vacant by January 1, 2027. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.

This position is paired between the following schools: [Higginson Inclusion .04 FTE/Winship .06 FTE]. The position is posted online at both schools. You need to apply to only one position to be considered, but may apply to both. If you are selected for the job, you will be hired for both positions.

Boston Public Schools (BPS) seeks an exceptional Coordinator of Special Education (COSE) who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

Reports to: Principal/Head of School and Office of Specialized Services (OSS) Assistant Directors

Responsibilities

• Support the improvement of student outcomes and strengthen the engagement of families as partners.
• Collaborate with the Principal/Head of school to:
• • provide a respectful and engaging school environment for ALL students,
  • ensure that students with disabilities participate in the general education environment with their non-disabled peers per the IEP, and
  • provide and/or arrange professional development and support for special education teachers and related service providers.
• Coordinate and support the continuum of settings and an array of services for students with disabilities and students placed-at-risk.
• Serve as liaison to and coordinate the work of outside agencies providing services to students in those schools without a Student Development Coordinator.
• Engage families as partners in planning, problem-solving, and provide assistance with school assignments.
• Support the development of culturally competent practice at all levels.
• Collaborate with the Principal/Head of school in providing FAPE, LRE, and specialized instruction and services for students with disabilities, and differentiated instruction for all students.
• Provide support to special education teachers regarding research-based and effective instructional and social-emotional-behavioral practices.
• Provide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilities.
• Support the maintenance and improvement of regulatory compliance.
• Process referrals for and chair all original, re-evaluation, and emergency placement team meetings; develop Individual Educational Plans (IEPs) for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans; chair annual review meetings until such time as the Boston School Committee has satisfied its bargaining obligations to have Special Education Teachers and Related Service Providers chair the annual review meetings, and provide teachers and other service providers as appropriate with copies of IEPs at the beginning of each year and when changes occur thereafter.
• Consult with and support special education teachers and related service providers in their responsibilities to chair annual reviews and develop IEPs for these students when the Boston School Committee has satisfied its bargaining obligations to have Special Education Teachers and Related Service Providers chair the annual review meetings.
• Chair team meetings for students with disabilities served in private placements who may be returning to Boston Public Schools.
• Chair Section 504 eligibility meetings and develop 504 accommodation plans.
• Collaborate with the Principal/Head of school in aligning student schedules with IEPs and 504 plans.
• Collaborate with the Principal/Head of school, and the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act including:
• • scheduling of assessments and meetings,
  • consents from parents,
  • notices and invitations to families and providers,
  • presenting and tracking IEPs,
  • monitoring for parent signatures,
  • progress reports from teachers and service providers,
  • management reports and other required reports, and
  • older transfer and maintenance.
• Participate in dispute resolution meetings, hearings, and mediation settlement meetings as needed.
• Medicaid reimbursement activities (Parent Consents, Random Moments, EasyTrac).
• Perform other duties related to this job description as required by the school Principal/Head of school or other immediate supervisor.
• Participate in regular organizational meetings and professional development activities provided by the OSS.

Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP 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.
• 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

• Valid Massachusetts Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), Massachusetts License in School Social Worker/School Adjustment Counselor, Massachusetts License in School Psychologist, OR Massachusetts License in Speech-Language Pathology.
• Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act.
• Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive, supportive relationships with parents of students with special needs.
• Ability to meet the BPS Standards of Effective Practice as outlined above.
• Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners.
• Three years of successful experience in an urban school system or urban human service setting.
• Excellent problem-solving, communication, and organizational skills.

Qualifications - Preferred

• Master’s Degree in Special Education or a related field.
• Administrative/supervisory certification and experience in educational setting(s), preferably special education.
• Urban special education teaching or related service experience.
• Experience using the Special Education Information Management System (SEIMS).
• 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.