Coordinator of Special Education COSE Longterm Sub Orchard Gardens 06 FTE Lyon K-8 02 FTE Sumner Elementary 02 FTESY24-25

Title:Coordinator of Special Education (COSE) School Based

Boston Public Schools seeks an exceptionalCoordinator 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 Special Education (OSE) Assistant Directors

Responsibilities

• Support the improvement of student outcomes and strengthen the engagement of families as partners
• Collaborate with the Principal/Headof 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 placedatrisk
• 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 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
• 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) the Office of Human Capital has identified priority skills and abilities that all BPS 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 Disabilities 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. Comprehensiveknowledge ofand professional experiencewith 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 theIEPprocess 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 BPS 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.

Qualifications Preferred

1. Masters Degree in Special Education or a related field.
2. Administrative/supervisory certification and experiencein educational setting(s) preferably special education.
3. Urban special education teaching or related service experience.
4. Experience using the Special Education Information Management System (SEIMS).
5. 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 (CapeVerdean) Creole (Haitian) Chinese Vietnamese Portuguese & Somali.

Terms: BTU Group I

Please refer to 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.

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 biasbased intimidation threat or harassment that demeans individuals dignity or interferes with their ability to learn or work.