Boston Public Schools

Coordinator of Special Education (COSE) (Long-Term Substitute) (SY20-21) (00048696-SY2021-LTS)

Job Posting

Job Details

TitleCoordinator of Special Education (COSE) (Long-Term Substitute) (SY20-21)
Posting ID00048696-SY2021-LTS


THIS IS A LONG TERM SUB POSITION that is expected to start on 4/13/2021 and end on 6/14/2021.

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 (


Coordinator of Special Education (COSE) - School Based


Boston Public Schools 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 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/Headmaster and Office of Special Education (OSE) Assistant Directors




  • 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
    • 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 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 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/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,
    • 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/Headmaster or other immediate supervisor
  • Participate in regular organizational meetings and professional development activities provided by 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

(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.
  1. 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.
  1. 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.
  1. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
  1. 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.
  1. 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.



  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 Speech-Language Pathology.
  2. Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individual 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 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 successful experience in an urban school system or urban human service setting.
  7. Excellent problem solving, communication, and organizational skills.



  1. Master’s 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 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 (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.


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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: To see the bell schedule for every BPS school, go to: Please note, these times may be subject to change prior to the start of the SY20-21 school year.


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.

Shift TypeTraditional
Salary Range1.0 FTE
LocationOhrenberger School

Applications Accepted

Start Date04/13/2021
End Date05/31/2021