Turnaround: Coordinator of Special Education (COSE) (SY26-27)
Boston Public Schools, Boston, MA, United States
Overview
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 opportunity for teachers who desire to serve where their efforts matter. In BPS, the vision is high expectations for achievement, equal access to high levels of instruction, academic proficiency for all students, and closing the achievement gap among subgroups. BPS supports creativity and innovation and respects teachers' skills and abilities.
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/Headmaster 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 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/Headmaster 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 the 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 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 bargaining obligations to have Special Education Teachers and Related Service Providers chair the annual review meetings; provide teachers and other service providers 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 bargaining obligations are satisfied.
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/Headmaster in aligning student schedules with IEPs and 504 plans.
Collaborate with the Principal/Headmaster, 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/Headmaster or other immediate supervisor.
Participate in regular organizational meetings and professional development activities provided by 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
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.
Communication of Professional Knowledge
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
Builds a productive learning environment where every student participates and is valued as part of the class community.
Uses instructional and clinical practices that 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
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
Parent/Family Engagement
Engages with families and builds collaborative, respectful relationships in service of student learning.
Professional Reflection & Collaboration
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
Collaborates with colleagues through planning to analyze student performance and plan interventions at the classroom or school level.
Provides advice and expertise to general education teachers and the school community to support appropriate 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 Work/School Adjustment Counselor, Massachusetts License in School Psychologist, or Massachusetts License in Speech-Language Pathology.
Comprehensive knowledge of DESE Regulations, IDEA, and Section 504 of the Rehabilitation Act.
Knowledge of and experience with the IEP process, special education instructional programs, collaboration with specialists, and building positive relationships with parents of students with special needs.
Ability to meet the BPS Standards of Effective Practice.
Demonstrated ability to work collaboratively with 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 settings, preferably in special education.
Urban special education teaching or related service experience.
Experience using the Special Education Information Management System (SEIMS).
BPS values linguistic diversity and seeks candidates who speak another language; preferred languages include Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, and Somali.
Terms
BTU, Group I
Please refer to the BPS website for 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 schools have a longer day through the Schedule A Expanded Learning Time (ELT) agreement.
The Boston Public Schools, in accordance with nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, or any other factor prohibited by law in its programs and activities. BPS does not tolerate retaliation or bias-based intimidation. If you require an accommodation pursuant to the ADA for the application process, please contact accommodations@bostonpublicschools.org.
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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 opportunity for teachers who desire to serve where their efforts matter. In BPS, the vision is high expectations for achievement, equal access to high levels of instruction, academic proficiency for all students, and closing the achievement gap among subgroups. BPS supports creativity and innovation and respects teachers' skills and abilities.
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/Headmaster 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 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/Headmaster 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 the 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 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 bargaining obligations to have Special Education Teachers and Related Service Providers chair the annual review meetings; provide teachers and other service providers 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 bargaining obligations are satisfied.
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/Headmaster in aligning student schedules with IEPs and 504 plans.
Collaborate with the Principal/Headmaster, 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/Headmaster or other immediate supervisor.
Participate in regular organizational meetings and professional development activities provided by 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
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.
Communication of Professional Knowledge
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
Builds a productive learning environment where every student participates and is valued as part of the class community.
Uses instructional and clinical practices that 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
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
Parent/Family Engagement
Engages with families and builds collaborative, respectful relationships in service of student learning.
Professional Reflection & Collaboration
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
Collaborates with colleagues through planning to analyze student performance and plan interventions at the classroom or school level.
Provides advice and expertise to general education teachers and the school community to support appropriate 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 Work/School Adjustment Counselor, Massachusetts License in School Psychologist, or Massachusetts License in Speech-Language Pathology.
Comprehensive knowledge of DESE Regulations, IDEA, and Section 504 of the Rehabilitation Act.
Knowledge of and experience with the IEP process, special education instructional programs, collaboration with specialists, and building positive relationships with parents of students with special needs.
Ability to meet the BPS Standards of Effective Practice.
Demonstrated ability to work collaboratively with 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 settings, preferably in special education.
Urban special education teaching or related service experience.
Experience using the Special Education Information Management System (SEIMS).
BPS values linguistic diversity and seeks candidates who speak another language; preferred languages include Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, and Somali.
Terms
BTU, Group I
Please refer to the BPS website for 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 schools have a longer day through the Schedule A Expanded Learning Time (ELT) agreement.
The Boston Public Schools, in accordance with nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, or any other factor prohibited by law in its programs and activities. BPS does not tolerate retaliation or bias-based intimidation. If you require an accommodation pursuant to the ADA for the application process, please contact accommodations@bostonpublicschools.org.
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