This position is an anticipated vacancy. It is expected to be vacant by 08/22/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.

 

Reports to: Post-Graduate Transition Program Director

 

Post-Graduate Transition Teacher (SEI Endorsement Required)

 

The Post-Graduate Transition Program is designed for students with disabilities aged 18-22 to ensure students have an extension to innovative community resources and services beyond K-12 education that will enhance their adult life.  This new post-secondary transition program for students with disabilities will have a selection process given entrance criteria.  Student admissions into this program will be through the IEP Team process which includes recommendations from teachers, families, outside agencies, and administrators. Targeted transition goals and the student’s post-secondary vision will identify innovative individualized goals, and self-determination skills that promote independence and success. The prerequisite of the selection process will include only students ages (18-22) who have completed four years of high school and have completed the Massachusetts Comprehensive Assessment System/Alternate Assessment (MCAS- Alt ) portfolios.

 

This program will promote inclusive vocational opportunities that embrace a range of community based experiences at its core.  The focus of the program is to develop skills that will enable each student to live as independently as possible, pursue further education, vocational training, and essential career skill building learning in order to maintain employment. 

Post Graduate Transition Teacher (SEI Endorsement Required) 

 

Public Schools seeks an exceptional Post Graduate Transition Teacher with an SEI Endorsement 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. 

 

RESPONSIBILITIES: 

• Provide small-group instruction to students with intellectual and developmental disabilities to develop transition skills in the areas of education and training, employment, and community experiences and post-school independent living. 

• Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development, as well as attend/participate in IEP   meetings.

• Provide needed accommodations for student learning and testing when required. 

• Collaborate as a team member within school building in supporting other staff members 

to respond to student needs for modification. 

• Assist students in completing career portfolios 
• Conduct vocational and transition related assessments in the areas of career skills, interest inventories, career exploration, and vocational programing to effectively guide planning of curriculum, differentiated instruction, and the development of IEP goals. 
• Foster student participation in transition planning activities, including career research, identifying necessary training and/or education required. Also job-readiness activities like resume building, securing references, and interview preparation. Provide classroom and individualized instruction on job readiness, socialization, safety, travel training, self-help, skills, functional academics, self-advocacy and interview skills.
• Responsible for remaining up-to-date on best practices and curriculum in the field of transition, including varying student-centered planning methods based on student style/preference. 
• Assist students in the community by providing transition services, including, but not limited to, travel training and observations at job sites.
• Performs other related duties as needed to support the unique population of students in this program at the direction of the Program Director and the Office of Specialized Services.

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; engage 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. 

2. 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. 

3. 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. 

4. 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. 

5. 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. 

6. 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. 

QUALIFICATIONS__REQUIRED: 

1. Education: Hold a degree in Special Education. 
2. Hold a Massachusetts Teaching License in Moderate or Severe Disabilities for the appropriate grade level. 
3. Hold either ESL License at the appropriate level or SEI Endorsement. 
4. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. 
5. Ability to meet the BPS Standards of Effective Practice as outlined above. 
6. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
7. Knowledge of special education and transition mandates, current strategies like whole life planning, and natural supports, and related laws and regulations
8. Ability to work as a member of a team

QUALIFICATIONS__PREFERRED: 

1. Experience teaching in urban schools. 
2. MA DESE Transition Specialist Endorsement.
3. 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.  
4. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). 

TERMS: BTU, Group I 

 

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. Given the unique population of students and responsibilities for this position, the role will not be subject to the contractual provisions regarding the workday in the BTU contract.

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.