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Boston Public Schools Clinical Coordinator, Gr. 9-12 (SY25-26) in Boston, Massachusetts

Job Details

Job ID: 5036878

Job Description

Boston Day and Evening Academy (BDEA) is seeking an extraordinary Clinical Coordinator to work in our school. BDEA is an innovative public high school whose mission is to engage young adults to build a vision for their future through supportive relationships and meaningful competency-based learning experiences. BDEA students are 16 to 23 years old and have previously attended traditional schools where they may have felt lost, unsafe, or disengaged. Upon entering BDEA, students are eager to succeed and flourish because they are listened to and respected for who they are and for the gifts they possess. Our students work with experienced faculty in an environment that blends strong academics and social emotional support so students can earn a Boston Public Schools diploma in a model that inspires critical and creative thinking, independent learning, and active citizenship. As a competency-based school, BDEA does not have grade levels and serves students with different academic needs up to age 23, including those who are being promoted from middle school without being academically prepared for high school; those who have dropped out of high school and have decided to return to earn a diploma, and those who are unable to attend regular school hours due to health issues, full time work and/or full time parenting obligations. The school employs 60 full and part-time staff to work with 410 students and is governed by an active Board of Trustees. All employees of the school are expected to uphold the mission of the school to build a consistent, unified, anti-racist, inclusive community that stimulates greater student agency, engagement, and academic achievemen

We are looking for a professional who is committed to working with our students, who understands the lives of urban youth and who has a track record of working successfully with students who face academic and personal challenges. BDEA teachers and staff are expected to support students both academically and personally through academic classes, enrichment activities, a daily advisory period and an effective array of supports primarily offered by Student Support Team (SST) members. The Clinical Coordinator supports the Student Support team to provide specific social emotional support for students in the Emotional Impairment strand and makes effective use of partnerships to provide an array of responsive services to the varied needs of our student population.

Reports to: Program Director

Responsibilities

  • Have working knowledge of Positive Behavior Intervention Supports (BPIS) and be able to collaborate with the staff to ensure social emotional needs of students are being met; perform classroom observations; provide teachers support in understanding triggers and coping strategies through conducting classroom observations.

  • Assist BDEA SpEd Program Leader and COSE to carry out Chapter 766 compliance responsibilities required for social/emotional well being of students referred for services in the Emotional Impairment Strand.

  • Facilitate Emotional Strand Team meetings and be responsible for follow through plans and any subsequent actions.

  • Match students with appropriate services, monitor their progress and coordinate follow-up services for students on caseload

  • Act as a caseworker for specific students; collaborate with teaching staff around student academic progress, gather paperwork, homework assignments for students who may have interruptions due to temporary tutoring, outside hospitalization or partial program placement.

  • Provide counseling services both individually and small group

  • Serve as a liaison between the school, student, parent and external agencies.

  • Create Behavior Intervention Plans (BIP) and Functional Behavior Assessments (FBA) for students specifically identified by Special Education Coordinator

  • Plan and implement school support programs in collaboration with the student support team, special education coordinator and leadership, attend all SST meetings

  • Make referrals to external agencies and appropriate programs for students in need of support services

  • Support Director of Student Support and Special Education to include crisis interventions, creation of safety plans (suicidal, high social/emotional needs), apply social service interventions by referring to external agencies when appropriate and call BEST team and follow through as needed.

  • Conduct home visits when appropriate for caseload

  • Attend all IEP meetings for students on caseload or for students that may need services, write IEP goals for students in need of counseling or group services

  • Continue BDEA partnerships with local universities or create new partnerships in order to supervise 1-3 mental health interns as needed.

  • Participate in all professional development and whole school retreats and activities.

  • Enter and update daily student data and information in BDEA Connects and other BDEA systems to share and track information.

  • Engage in best practices and professional standards of care.

  • Model professional behaviors that contribute to addressing the needs of students, families, and the school community.

  • Perform other related duties as requested by the Administrative Team to assure smooth school functioning

    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

    (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.

Qualifications Required

  • Current MA Board of Registration Social Worker license (LCSW or LICSW) OR psychologist license OR mental health clinician license (LMHC)

  • MA DESE School Social Worker/School Adjustment Counselor License (All Levels).

  • Education: Master's Degree.

  • 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-based agencies.

  • Professional clinical experience with children and their families.

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

  • 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 1

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

    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.

    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

Job Categories

Student Services, Social Worker

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