Massachusetts Healthcare Jobs

Job Details

Job ID: 5049122

Job Description

The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Special Education and Student Services (SESS) Coordinator educator who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. Kennedy Academy 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.

Kennedy Academy is a Horace Mann In-District Charter High School. It is a college preparatory and vocational high school for Boston students exploring careers in health and health-related careers. The Academy provides a supportive learning environment that promotes respect and embraces diversity. Students will attain the life skills needed to become productive and positive members of society. Kennedy Academy is an excellent place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an educators.

In addition, over the next five years, Kennedy Academy will double in size, add new health career pathways, college courses, work-based learning, and offer graduates access to good-paying careers at Mass General Brigham thanks to Bloomberg Philanthropies' $38 million grant, which marks the largest philanthropic investment in Boston Public Schools history.

REPORTS TO: Head of School or Designee

Special Education and Student Services (SESS) Coordinator will support improving student outcomes and strengthen the engagement of families as partners.

• 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.

• Provide support for the implementation of the Academic Achievement Framework (AAF)

• Engage families as partners in planning, problem-solving, and assisting with school assignments.

• Support the development of culturally competent practice at all levels.

• 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 implementing the 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

• Chair annual review meetings and secure parent signatures for these plans

• 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.

• 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 EMK Director of Operations in aligning student schedules with IEPs and 504 plans

• Collaborate with 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

• Participate in folder 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 OSESS.

  CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:

• 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, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort

• Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks

• Passionate and optimistic about their students, their content, and the teaching profession

• Communicating Content Knowledge

  (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

• Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires

• Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards

• Can convey content in creative and engaging ways that align with standards

• Equitable & Effective Instruction

  (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

• Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work

• Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation

• Builds a productive learning environment where every student participates and is valued as part of the class community

• 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

• Parent/Family Engagement

  (III-A-1. Parent/Family Engagement)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning

• Professional Reflection & Collaboration

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

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development

• Seeks to participate in and contribute to a collaborative adult learning community.

  Qualifications - Required

• Education: Hold a Bachelor's degree.

• Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level or something similar.

• Meet all state and federal guidelines to be fully licensed and Highly Qualified according to NCLB.

• Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.

• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

• Signed Election Agreement pertaining to working at a Horace Mann In-District Charter School

  Qualifications - Preferred

• Experience teaching in urban schools.

• In order to best serve all students, BPS prefers that all core content teachers be certified in their subject area and English as a Second Language (at the appropriate grade level(s)).

• 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.

• 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 click here (https://www.bostonpublicschools.org/old-homepage2/policies1/salary-grids-cbas) for more compensation information. Salaries are listed by Unions and Grade/Step. (https://btu.org/contracts/#salary-grid)

The start and end times of BPS schools vary, as do the lengths of the school day. EMK has a longer school day through the "Schedule A" Expanded Learning Time (ELT) Agreement. The employee will be required to adhere to the work conditions, including calendar, schedule, and flexibility established by the School. Common planning time, program, department and committee meetings, and professional development occur on Wednesdays, generally between 2pm- 4pm.

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.

Position Type: Full-time

Positions Available: 1