Anticipated District-Wide Coordinator of Special Education COSE or Student Services Team Chair SY25-26

DistrictWide Coordinator of Special Education (COSE) or Student Services Team Chair

Reports to: Director of Student Services or Designee

Work Year: 195 days

This is a nonaligned position (nonUnion)

Salary Range: $75K to $90K

Starts: August25 2025

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race color religion gender gender identity or expression sexual orientation national origin genetics disability age or veteran status.

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds ethnicities and experiences. Families in our three vibrant school communities (Elementary Middle & High School) speak over 20 languages and live in more than 20 sending districts. Diversity is one of our greatest strengths and it drives positive student learning and life at our school. At FRCS we value equity teamwork respect and growth and have made a commitment to hire and retain a diverse staff and employees who are committed to antiracist curriculum and ideals.

Job Summary:

The 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 FRCS 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. FRCS is an excellent 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.

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 nondisabled peers per the IEP
• 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 problemsolving 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 researchbased and effective instructional and socialemotionalbehavioral 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 reevaluation 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 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.
• 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
• 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 Office of Special Education (OSE)

Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP) and abilities that all FRCS SISP should demonstrate.

1. Accountability for Student Achievement

(IIA1 Quality of Effort and Work IID2 High Expectations I B2 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.

1. Communicating Professional Knowledge

(IA1 Professional Knowledge IA2 Child Adolescent Development IA3 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.

1. Equitable & Effective Instruction
   (IIA3 Meeting Diverse Needs IIA2. Student Engagement IIB1. Safe Learning Environment IIB2 Collaborative Learning Environment ID3 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.

1. Cultural Proficiency

(IIC1. Respects Differences IIC2. Maintains a Respectful Environment)

• Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected.

1. Parent/Family Engagement
   (IIIA1. Parent/Family Engagement IIIB2. 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.

1. Professional Reflection & Collaboration

(IVA1. Reflective Practice IVC1. Professional Collaboration IVC2. Consultation)

• Regularly reflects on practice seeks and responds to feedback and demonstrates selfawareness 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

1. Valid MA DESE Teaching License in Special Education (Moderate or Severe Disabilities) MA DESE License in School Social Worker/School Adjustment Counselor or MA DESE License in School Psychologist or MA DESE License in SpeechLanguage Pathology.
2. 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.
3. 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.
4. Ability to meet the FRCS Standards of Effective Practice as outlined above.
5. Demonstrated capability to work collaboratively with school administrators direct service providers families students and outside partners.
6. Three years of successful experience in an urban school system or urban human service setting.
7. Excellent problemsolving communication and organizational skills.
8. Five years 5 of experience as a special education classroom teacher or administrator

Qualifications Preferred

1. Masters Degree in Special Education or a related field.
2. Administrative/supervisory certification and experience in educational setting(s) preferably special education.
3. Urban special education teaching or related service experience.
4. Experience using a Student Information Management System.
5. FRCS values linguistic diversity and believes candidates who speak another language add value to the classroom school and district culture and diversity. FRCS is particularly interested in candidates who are fluent in one of its official languages: Spanish Creole (Cape Verdean) Creole (Haitian) Chinese Vietnamese Portuguese or Somali.

Work Environment & Physical Requirements:

The majority of work is performed in a school or classroom environment which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.

Physical Requirements:

While performing the duties of this job the teacher is frequently required to kneel stoop bend and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit walk lift or carry.

Required Experience:

IC