Turnaround: BTU Specialist - Boston, MA, United States - Boston Public Schools

Description

THIS IS A LONG TERM SUB POSITION that is expected to end on 06/20/2024. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website ).

• This school has been designated as a Level 4 school by the State of Massachusetts. This designation allows districts to utilize the new tools granted in the landmark education reform law that was passed in 2010 to provide additional services for these schools. Some of these tools will allow for extended time and extra compensation where needed.

The Strand Specialist will oversee and manage all aspects of the EI program at Excel High School to include developing a clear vision for students' academic development and progression of skills.

The role entails monitoring and analyzing student skill sets and abilities in connection with grade-level curriculum to proactively address any concerns and manage transitions into the least restrictive environment, as needed.

The Strand Specialist will provide social-emotional support and facilitate equitable access to opportunities for students in the program.

The Strand Specialist will create systems and structures that ensure students are working toward their IEP goals, making academic progress, and are fully integrated into the Excel community.

Responsibilities:

• In collaboration with teachers, create a mission and vision that is actualized in all aspects of the program that is aligned with the school's mission and vision
• Work collaboratively with teachers in the EI program to differentiate teaching and learning in accordance with each child's IEP and the instructional focus of the school
• Evaluate teachers in the program to ensure that lessons are culturally relevant and that teacher exhibit high expectations for academic success and progress on IEP goals
• Manage all aspects of truancy and other off-track behaviors for students in the EI program and create customized intervention plans to improve habits and increase attendance - both school day and class attendance
• Member of SST - Design action plans, behavior modification plans and facilitate access to resources based on student's needs
• Engage parents and caregivers as partners in this work to properly prepare students for life after high school
• Monitor, communicate and action plan in response to conduct data with teaching staff in order to build student skills and shift behaviors
• Supervise and evaluate paraprofessionals to ensure high-quality assistance to both teachers and students
• Lead professional development for all staff on varying topics including - inclusion, differentiation, trauma, culturally responsive teaching and behavior modification
• Facilitate Manifestation Determination Review Hearings as needed
• Attend IEP meetings and report out as needed on student progress and challenges
• Conduct weekly supervision sessions with teachers in the EI program to provide support, monitor student needs and discuss action steps to increase the cohesion and efficacy of the program
• Serve as the Hearing Officer for Code of Conduct violations as needed
• Membership on the school-based crisis response team, which includes Nurse, School Psychologist, Administration, etc.
• Work closely with support staff to ensure that student misconduct is appropriately being addressed, with opportunities for restorative practices
• Craft an onboarding protocol and lead orientation sessions for incoming students from varying schools
• Conduct student intakes for new members to the Excel community
• Write and manage FBAs as needed and ensure that staff are being followed as intended
• Organize and lead whole group, push-in lessons that focus on character development, empathy and community building
• Perform duties as assigned by Head of School or designee

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 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:

• 3-5 years of leadership experience with a background in special education and

* working with emotionally impaired students

• Experience as a special education teacher
• Experience with TeachPoint and Massachusetts Teacher Rubric Certification in special education
• Strong ability to work collaboratively with colleagues and an unyielding

* commitment to high expectations for all students and staff

• Ability to navigate ADA, Massachusetts law, SPED law and district policies to

* ensure fidelity and compliance of IEPs and national and state law

• Excellent writing skills and proven success with FBAs and behavior intervention plans
• Certification as a trainer in Safety Cares de-escalation and restraint program

Qualifications Required

• Education: Bachelor's Degree
• Holds a Moderate or Severe Disabilities License from the State of Massachusetts.
• Experience teaching and/or working with students with special needs, ideally in a EI Program setting.
• Experience delivering these support services to students with disabilities.
• Ability to meet the BPS Standards of Effective Practice as outlined above.

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 related field.
• Experience in the Boston Public Schools.
• Experience working in urban public schools.
• Certification as a trainer in Safety Cares de-escalation and restraint program
• 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:
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 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.