Coordinator of Special Education (COSE) (SY18-19)

Boston Public Schools - Boston, MA4.0

30+ days agoFull-time
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/Headmaster and Office of Special Education (OSE) Assistant Directors

Support the improvement of student outcomes and strengthen the engagement of families as partners

Collaborate with the Principal/Headmaster 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 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/Headmaster 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 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/Headmaster in aligning student schedules with IEPs and 504 plans
Collaborate with the Principal/Headmaster, 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,
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
older 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 Office of Special Education (OSE)

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.

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; engages 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.
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.
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.
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, 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.
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.

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.
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.
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.
Ability to meet the BPS Standards of Effective Practice as outlined above.
Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners.
Three years successful experience in an urban school system or urban human service setting.
Excellent problem solving, communication, and organizational skills.

Master’s Degree in Special Education or a related field.
Administrative/supervisory certification and experience in educational setting(s), preferably special education.
Urban special education teaching or related service experience.
Experience using the Special Education Information Management System (SEIMS).
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.

Terms: BTU, Group I

Please refer to (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

Next year, many BPS schools will have a longer school day through the "Schedule A" Extended 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:

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.