Boston Public Schools
Coordinator of Special Education (COSE) [Anticipated Vacancy] (SY25-26)
Boston Public Schools, Boston, Massachusetts, us, 02298
This position is an anticipated vacancy. It is expected to be vacant by 06/30/2025. 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.
Melvin H. King South End Academy (MHKSEA) is a K-12 therapeutic day school dedicated to supporting students with emotional, behavioral, and learning needs. The school offers three distinct programs:
Melvin H. King Elementary: Serving students in grades K-6 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 Middle & High School: Serving students in grades 7-12 at the South End Academy site, 90 Warren Ave., with school hours from 7:20 a.m. to 1:40 p.m.
Melvin H. King Prep: Serving students in grades 9-12 at 97 Peterborough St., with school hours from 7:20 a.m. to 1:40 p.m.
The Melvin H. King South End Academy provides an annual stipend amount of $9,446.00 for this position.
Title: 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/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/Head of 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 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 an 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/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 research-based and effective instructional and social-emotional-behavioral 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, 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/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, including scheduling assessments and meetings, obtaining parent consents, sending notices and invitations, presenting and tracking IEPs, monitoring parent signatures, collecting progress reports, and managing reports and transfers
Participate in dispute resolution meetings, hearings, and mediation settlement meetings as needed
Engage in Medicaid reimbursement activities (Parent Consents, Random Moments, EasyTrac)
Perform other duties as assigned by the school Principal/Head of School or 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 Resources has identified priority skills and abilities that all BPS SISP should demonstrate:
Accountability for Student Achievement: Sets ambitious learning goals, uses effective practices, assesses student progress, and shares data appropriately.
Communicating Professional Knowledge: Exhibits strong knowledge of child development, learning, and behavior, and designs effective support plans.
Equitable & Effective Instruction: Builds inclusive environments, adapts instruction, and supports diverse learners.
Cultural Proficiency: Respects diverse backgrounds and maintains a respectful environment.
Parent/Family Engagement: Builds collaborative relationships with families and shares strategies for learning and development.
Professional Reflection & Collaboration: Reflects on practice, collaborates with colleagues, and supports student learning through shared efforts.
Qualifications - Required
Valid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), School Social Worker/School Adjustment Counselor, School Psychologist, or Speech-Language Pathologist.
Knowledge of DESE Regulations, IDEA, and Section 504.
Experience with IEP processes, collaboration, and building positive relationships with parents of students with special needs.
Ability to meet BPS Standards of Effective Practice.
Collaborative skills with administrators, service providers, families, and students.
At least three years of successful experience in an urban school system or urban human service setting.
Excellent problem-solving, communication, and organizational skills.
Qualifications - Preferred
Master’s Degree in Special Education or related field.
Administrative/supervisory certification and experience, preferably in special education.
Experience in urban special education settings.
Familiarity with the SEIMS system.
Fluency in languages such as Spanish, Creole, Chinese, Vietnamese, Portuguese, or Somali is highly valued.
Terms:
BTU, Group I
For more information on salary and benefits, visit
www.bostonpublicschools.org/ohr . Salaries are listed by Union and Grade/Step.
Note: School hours vary; some schools have extended hours through the "Schedule A" ELT program.
The Boston Public Schools adhere to nondiscrimination policies and do not discriminate based on race, color, age, disability, sex, gender identity, religion, national origin, ancestry, sexual orientation, genetics, or military status. Retaliation or bias-based harassment is also prohibited.
#J-18808-Ljbffr
Melvin H. King South End Academy (MHKSEA) is a K-12 therapeutic day school dedicated to supporting students with emotional, behavioral, and learning needs. The school offers three distinct programs:
Melvin H. King Elementary: Serving students in grades K-6 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 Middle & High School: Serving students in grades 7-12 at the South End Academy site, 90 Warren Ave., with school hours from 7:20 a.m. to 1:40 p.m.
Melvin H. King Prep: Serving students in grades 9-12 at 97 Peterborough St., with school hours from 7:20 a.m. to 1:40 p.m.
The Melvin H. King South End Academy provides an annual stipend amount of $9,446.00 for this position.
Title: 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/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/Head of 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 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 an 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/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 research-based and effective instructional and social-emotional-behavioral 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, 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/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, including scheduling assessments and meetings, obtaining parent consents, sending notices and invitations, presenting and tracking IEPs, monitoring parent signatures, collecting progress reports, and managing reports and transfers
Participate in dispute resolution meetings, hearings, and mediation settlement meetings as needed
Engage in Medicaid reimbursement activities (Parent Consents, Random Moments, EasyTrac)
Perform other duties as assigned by the school Principal/Head of School or 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 Resources has identified priority skills and abilities that all BPS SISP should demonstrate:
Accountability for Student Achievement: Sets ambitious learning goals, uses effective practices, assesses student progress, and shares data appropriately.
Communicating Professional Knowledge: Exhibits strong knowledge of child development, learning, and behavior, and designs effective support plans.
Equitable & Effective Instruction: Builds inclusive environments, adapts instruction, and supports diverse learners.
Cultural Proficiency: Respects diverse backgrounds and maintains a respectful environment.
Parent/Family Engagement: Builds collaborative relationships with families and shares strategies for learning and development.
Professional Reflection & Collaboration: Reflects on practice, collaborates with colleagues, and supports student learning through shared efforts.
Qualifications - Required
Valid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), School Social Worker/School Adjustment Counselor, School Psychologist, or Speech-Language Pathologist.
Knowledge of DESE Regulations, IDEA, and Section 504.
Experience with IEP processes, collaboration, and building positive relationships with parents of students with special needs.
Ability to meet BPS Standards of Effective Practice.
Collaborative skills with administrators, service providers, families, and students.
At least three years of successful experience in an urban school system or urban human service setting.
Excellent problem-solving, communication, and organizational skills.
Qualifications - Preferred
Master’s Degree in Special Education or related field.
Administrative/supervisory certification and experience, preferably in special education.
Experience in urban special education settings.
Familiarity with the SEIMS system.
Fluency in languages such as Spanish, Creole, Chinese, Vietnamese, Portuguese, or Somali is highly valued.
Terms:
BTU, Group I
For more information on salary and benefits, visit
www.bostonpublicschools.org/ohr . Salaries are listed by Union and Grade/Step.
Note: School hours vary; some schools have extended hours through the "Schedule A" ELT program.
The Boston Public Schools adhere to nondiscrimination policies and do not discriminate based on race, color, age, disability, sex, gender identity, religion, national origin, ancestry, sexual orientation, genetics, or military status. Retaliation or bias-based harassment is also prohibited.
#J-18808-Ljbffr