Boston Public Schools
Clinical Coordinator [Long-Term Substitute] (SY25-26)
Boston Public Schools, Boston, Massachusetts, us, 02298
Clinical Coordinator [Long-Term Substitute] (SY25-26)
Join to apply for the
Clinical Coordinator [Long-Term Substitute] (SY25-26)
role at
Boston Public Schools .
THIS IS A LONG-TERM SUBSTITUTE POSITION expected to start on 01/26/2026 and end on 06/15/2026. All substitutes are hired as per diem subs, even when placed in long‑term assignments. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).
Boston Public Schools seeks an exceptional
Clinical Coordinator
who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This opportunity is for teachers who desire to serve where their efforts matter. In BPS, 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 an environment that supports their creativity and innovation and respects their skills and abilities as an education professional.
The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. They will also act as liaison for family, school, and medical personnel. They will be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.
Reports to: Principal/Head of School.
Responsibilities
Provides therapeutic, individual, small group, and family counseling.
Assists the Special Education Director in carrying out Chapter 766 responsibilities for the social/emotional well‑being of students referred for services in the Emotional Impairment Strand.
Facilitates the Emotional Impairment Strand Team meetings and follows through on plans and subsequent actions.
Evaluates performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation.
Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.
Ensures maintenance of timely and accurate student records.
Maintains responsive lines of communication between students/parents and students/staff involved in the Emotional Impairment Strand.
Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting.
Performs other related duties as requested by the Head of School and Special Education Director.
Core Competencies
Accountability for Student Achievement – Sets ambitious learning goals, uses high‑expectation practices, engages all students in learning, and assesses regular growth.
Communicating Professional Knowledge – Demonstrates strong knowledge of child development, designs effective plans, provides differentiated learning experiences, and ensures equitable instruction.
Cultural Proficiency – Creates an environment that respects student diversity and fosters inclusive practices.
Parent/Family Engagement – Engages families, builds respectful relationships, provides clear expectations, and shares strategies for home support.
Professional Reflection & Collaboration – Reflects on practice, seeks feedback, collaborates with colleagues, and provides expertise to general education teachers.
Qualifications Required
Current MA Board of Registration Social Worker license (LSW, LCSW or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC).
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).
Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field.
Minimum of three years of professional experience working with at‑risk youth.
Ability to meet the BPS Standards of Effective Practice as outlined above.
Strong interpersonal skills to work with schools, students, parents, and community agencies.
Clinical therapy experience working with adolescents.
Strong interpersonal skills and personal characteristics necessary for effective collaboration.
Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self‑image.
Current authorization to work in the United States (authorization by the first day of employment).
Qualification‑Preferred
Commitment to working with parents and students as partners in education.
Belief that all students can learn and become socially responsible.
Respect for all children and their families.
Fluency in a BPS official language: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
Terms BTU, Group I, plus 10% for the 11th month. Salary and compensation are listed by Unions and Grade/Step on our website (www.bostonpublicschools.org/ohr).
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.
Equal Opportunity & Accommodations The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on any basis prohibited by law. BPS does not tolerate retaliation or bias-based intimidation, threat, or harassment. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.
Additional Information Referrals increase your chances of interviewing at Boston Public Schools by 2x.
Get notified about new Clinical Coordinator jobs in
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Clinical Coordinator [Long-Term Substitute] (SY25-26)
role at
Boston Public Schools .
THIS IS A LONG-TERM SUBSTITUTE POSITION expected to start on 01/26/2026 and end on 06/15/2026. All substitutes are hired as per diem subs, even when placed in long‑term assignments. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).
Boston Public Schools seeks an exceptional
Clinical Coordinator
who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This opportunity is for teachers who desire to serve where their efforts matter. In BPS, 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 an environment that supports their creativity and innovation and respects their skills and abilities as an education professional.
The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. They will also act as liaison for family, school, and medical personnel. They will be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.
Reports to: Principal/Head of School.
Responsibilities
Provides therapeutic, individual, small group, and family counseling.
Assists the Special Education Director in carrying out Chapter 766 responsibilities for the social/emotional well‑being of students referred for services in the Emotional Impairment Strand.
Facilitates the Emotional Impairment Strand Team meetings and follows through on plans and subsequent actions.
Evaluates performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation.
Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.
Ensures maintenance of timely and accurate student records.
Maintains responsive lines of communication between students/parents and students/staff involved in the Emotional Impairment Strand.
Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting.
Performs other related duties as requested by the Head of School and Special Education Director.
Core Competencies
Accountability for Student Achievement – Sets ambitious learning goals, uses high‑expectation practices, engages all students in learning, and assesses regular growth.
Communicating Professional Knowledge – Demonstrates strong knowledge of child development, designs effective plans, provides differentiated learning experiences, and ensures equitable instruction.
Cultural Proficiency – Creates an environment that respects student diversity and fosters inclusive practices.
Parent/Family Engagement – Engages families, builds respectful relationships, provides clear expectations, and shares strategies for home support.
Professional Reflection & Collaboration – Reflects on practice, seeks feedback, collaborates with colleagues, and provides expertise to general education teachers.
Qualifications Required
Current MA Board of Registration Social Worker license (LSW, LCSW or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC).
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).
Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field.
Minimum of three years of professional experience working with at‑risk youth.
Ability to meet the BPS Standards of Effective Practice as outlined above.
Strong interpersonal skills to work with schools, students, parents, and community agencies.
Clinical therapy experience working with adolescents.
Strong interpersonal skills and personal characteristics necessary for effective collaboration.
Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self‑image.
Current authorization to work in the United States (authorization by the first day of employment).
Qualification‑Preferred
Commitment to working with parents and students as partners in education.
Belief that all students can learn and become socially responsible.
Respect for all children and their families.
Fluency in a BPS official language: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
Terms BTU, Group I, plus 10% for the 11th month. Salary and compensation are listed by Unions and Grade/Step on our website (www.bostonpublicschools.org/ohr).
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.
Equal Opportunity & Accommodations The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on any basis prohibited by law. BPS does not tolerate retaliation or bias-based intimidation, threat, or harassment. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.
Additional Information Referrals increase your chances of interviewing at Boston Public Schools by 2x.
Get notified about new Clinical Coordinator jobs in
Boston, MA .
#J-18808-Ljbffr