Program Director of Transition (BASAS 10) SY26-27

Reports to:Head of School

Melvin H. King South End Academy (MHKSEA) is a 5-12 therapeutic day school dedicated to supporting students with emotional behavioral and learning needs. The school offers two distinct programs:

• Melvin H. King Lower School: Serving students in grades 5-8 at the South End Academy site 90 Warren Ave. with school hours from 9:30 a.m. to 3:30 p.m.
• Melvin H. King Upper School: Serving students in grades 9-12 at the South End Academy site 90 Warren Ave. with school hours from 7:20 a.m. to 1:40 p.m.

The Melvin H. King South End Academy Transition Director will receive an additional stipend for professional development per week as determined by School Leadership. As a therapeutic day school MHKSEA supports students transition planning per IDEA laws and regulations. The Transition Director will work collaboratively with other administrators partners school staff district liaisons caregivers and students to support the planning development and implementation of transitional practices that support students with college and career readiness as well as independent living skills. The Transition Director will work as a member of a collaborative leadership team to ensure delivery of high quality social emotional and therapeutic programming across all MHKSEA programs.

Responsiblities:

• Identify establish and maintain linkages with community agencies and businesses
• Possess knowledge of school and postschool services for students with a variety of disabilities especially emotional impairments in regards to person-centered planning career employment and post-secondary related activities
• Create and maintain a smooth and viable relationship between school transition team student and employer by:
• Monitoring students
• Contacting employers
• Recognizing the needs and concerns of the employer
• Assisting families and students in identifying and accessing transition services
• Provide training on transition topics
• Develop community-based training and community work-based learning opportunities based on identified student interests
• Manage identify funding for and improve extended transition activities.
• Train manage and coordinate staff in supporting transitional services including administrators teachers paraprofessionals Clinical Coordinators Student Development Counselors Community Field Coordinator COSE Registrar Family Liaison and BTU Transition Specialist by providing direction support assistance and consultation.
• Promote and organize quarterly events bringing together the school community families and caregivers and community partners to strengthen engagement and collaboration.
• Evaluate and supervise the staff designated in collaboration with the MHKSEA Leadership Team using the Evaluator as Coach model and Vector platform
• Consult with IEP teams in preparation for Annual Reviews and Evaluation meetings as needed to support determining appropriate ongoing services for students through the Transition Planning Form (TPF)
• Use data such as Naviance student interviews and other means to ensure quality and compliance of the TPF portion of students IEPs
• Stay current with best practices and research; shares information and knowledge with programs through various means
• Partner with the Office of Secondary Schools Office of Specialized Services and other departments to cultivate policies procedures and protocols aligned with the MHKSEA vision and mission
• Collaborate as a team member to ensure delivery of trauma informed school practices using an MTSS framework with high quality interventions.
• Plan and facilitate staff professional development on student transitions.
• Work across all 5-12 programs and work closely and collaboratively with the broader administrative team including Program Directors Clinical Director Transition Director and Principal/Head of School
• Use data monitoring systems to maintain an up-to-date understanding of each students academic behavioral and attendance status. Demonstrate strong data literacy and proficiency across multiple digital platforms including ASPEN EdPlan Panorama and other relevant systems.
• Lead weekly multi-tiered home and community visits in coordination with the Transition Specialist Clinical Team Guidance Team CFCs and program leadership ensuring alignment with the broader administrative team.
• Partner with SpedPAC EMS BPD state and city agencies and internal and external healthcare providers to strengthen wraparound services coordinate cross-agency systems and support students transitioning to and from hospitals residential placements detention settings or other secure facilities.
• Expand partnerships with higher education institutions workforce programs community organizations and local and state agencies to enhance student readiness access to opportunity and continuity of transitional services.
• Ensure data analysis and documentation are aligned to MHKSEAs entry and exit criteria as well as those of sending schools. Partner with COSE and Director of Specialized Services to attend IEP meetings as requested to maintain coherence across programs and placements.
• Ensure accurate transcript auditing and timely collection and review of current grades and credit information particularly when students transition to/from other schools and programs.
• Responsible for filling in for Program Director in grades 5-12 as needed and/or as requested by the Principal/Head of School.
• Perform other duties as requested by the Principal/Head of School.

Qualifications Required:

• Education: Masters Degree
• Licensure as a Special Education Administrator OR Licensure as a Principal/Assistant Principal Supervisor/Director
• Three (3) years of education experience in an educational setting similar to the BPS
• Three (3) years supervisory experience
• Knowledge of best current practices in secondary transition programming for special education students and experience developing innovative student programming
• Demonstrated leadership qualities supervisory skills and personal characteristics necessary for working effectively with staff students teachers administrators partners and caregivers to effectively support students.
• Knowledge of legal protections for all students and particularly those with disabilities students experiencing homelessness and system involved youth
• Excellent verbal and written communication skills
• Compassionate and inclusive leader with superior interpersonal skills including but not limited to the ability to express disagreement tactfully sensitively and with cultural insight as well as ability to succession work and collaborate with diverse groups of people
• Ability to develop and coordinate professional development.
• Knowledge of Culturally and Linguistically Sustaining Practices (CLSP) and how to implement them at the school and individual levels
• Proficiency in Google Suite. Skilled in the use of technology to support effective communications presentation design and delivery and data management
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualifications Preferred:

• Massachusetts Transition Specialist Endorsement
• Massachusetts Special Education license
• More than (3) years of experience developing and supporting community-based transition programs in an urban educational environment
• Demonstrated experience in working with external resources and professional networks to develop
• Experience in collaboration with higher education the business community and/or government institutions
• Grant writing experience
• Bilingual proficiency in Spanish Cabo Verdean or Haitian Creole is required to communicate with a diverse student and staff base effectively.
• Familiarity with Boston and Boston Public Schools.

Terms:BASAS Group 10 208 daysplus differential for required additional time and work

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 on the basis of race color age criminal record physical or mental disability pregnancy or pregnancy-related conditions homelessness sex/gender gender identity religion national origin ancestry sexual orientation genetics natural or protective hairstyle military status immigration status English language proficiency or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals dignity or interferes with their ability to work or learn.If you require an accommodation pursuant to the ADA for the application process please contact the Accommodations Unit at.

Required Experience:

Director