Emotional Impairment Strand Specialist, Gr. 3-8; SY

Position: Emotional Impairment Strand Specialist, Gr. 3-8 (SY26-27)

The BTU Specialist will provide support to the students with disabilities enrolled in the Emotional Impairment Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Specialized Services (OSS).

Reports to:

Principal(s)/Head of School(s) or OSS Program Director (in certain schools) with support from OSS.

Responsibilities

• Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSS.
• Provide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action Plans.
• Collaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators.
• Provide case management and liaison with other school, district, and community-based providers.
• Participate as members of Service Teams and Evaluation Teams.
• Provide consultation and professional development to colleagues.

Core Competencies 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.
• Assess 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 Ad I-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 a 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.

Qualifications Required

• Holds a School Social Worker/Adjustment Counselor, School Guidance Counselor, School Psychologist, or Moderate Disabilities (appropriate grade level) from the State of Massachusetts (depending on school).
• Current MA Social Worker license (LSW, LCSW, LICSW) OR Psychologist license OR LMHC.
• Master’s in Clinical Psychology, Social Work, Counseling, or related field.
• Experience teaching and/or working with students with special needs, ideally in an emotional impairment setting.
• Experience delivering these support services to students with disabilities.
• Ability to meet the BPS Standards of Effective Practice as outlined above.

Preferred Qualifications

• Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching…