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 (http://bostonpublicschools.org/Page/1095).

 

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

 

 

RESPONSIBILITIES:

 

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)

  1. Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

  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)

  1. Cultural Proficiency

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

  1. Parent/Family Engagement  

    (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

  1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

 

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 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.

 

QUALIFICATIONS - PREFERRED:

  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: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. 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.