BTU Strand Specialist - Inclusion, Gr. 6-8 (.5 FTE Part-Time) (SY21-22)
Company: Boston Public Schools
Posted on: June 12, 2021
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)/Headmaster(s) and Office of Special Education
REPORTS TO: Principal(s)/Headmaster(s) or OSE Program Director
(in certain schools) with support from OSE
- Provide specific support services, appropriate for the students
enrolled in this strand and other students placed at risk, defined
collaboratively by the Principal/Headmaster and OSE
- Provide support services to individual students, small groups
and class groups, as defined in IEPs or Service Team Action
- 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
- Provide consultation and professional development to
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
- 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
- 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
- Consistently adapts instruction, services, plans and
assessments to make curriculum/ supports accessible to all
- Cultural Proficiency
(II-C-1. Respects Differences, II-C-2. Maintains Respectful
- 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
- Experience delivering these support services to students with
- Ability to meet the BPS Standards of Effective Practice as
QUALIFICATIONS - 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
- 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 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 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 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.
Keywords: Boston Public Schools, Boston , BTU Strand Specialist - Inclusion, Gr. 6-8 (.5 FTE Part-Time) (SY21-22), Other , Boston, Massachusetts
Didn't find what you're looking for? Search again!