Special Education Program Director Madison Park Technical Vocational High

This position is an anticipated vacancy. It is expected to be vacant by 08/31/2024. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.

***This school has been designated as a Level 4 or 5 School by the State of Massachusetts. This designation allows districts to utilize the new tools granted in the landmark education reform law that was passed in 2010 to provide additional services for these schools. Some of these tools will allow for extended time and extra compensation where needed.

Additional responsibilities such as extended day and/or year, schedules, and duties are subject to collective bargaining and turnaround plan.

Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. With approximately 56,000 students from over 114 different countries, nearly 9,000 employees (including 5,000 teachers) and an annual budget of $829 million, the BPS is the largest school district in Massachusetts and is one of the most diverse as well. BPS has been recognized as one of the top urban school districts in the United Students and was recently awarded the Broad Prize for Urban Education as the most improved urban school district in the nation.

The Special Education Program Director will assist the leadership of the school in carrying out all Chapter 28 regulatory responsibilities required for maintaining compliance with state and federal regulations and court orders. In addition, it is expected that the Program Director for Special Education will improve the quality of instruction for all students with disabilities, assist in the professional development activities for both regular and special education staff, and contribute to the overall culture of the school as an agent of change committed to progressive educational reform and meeting the needs of all students in a rigorous academic environment.

Reports to: Head of School

Responsibilities:

• Assists the in implementation of all special education programs, including but not limited to the coordination of the development of Individual Education Plans (IEPs) for students referred for Chapter 28 services, testing, running meetings, and the creation and implementation of 504s and 688s and, in carrying out all Chapter 28 regulations and court orders.
• Develops and implements integrative/inclusive programs within the school working with school leadership to evaluate and monitor their effectiveness in terms of quality service to students.
• Work with staff members, both in the classroom and in professional development opportunities, to support differentiated instruction.
• Assists in planning the implementation of literacy programs and behavior intervention models to support alignment of citywide learning standards with effective teaching practices.
• Model, co-teach, and observe in classes.
• Provide feedback and suggestions to support teachers in their efforts to support a range of learners.
• Support the creation and implementation of portfolios.
• Assume a lead role in the professional development activities of special education and regular education teachers to improve instruction for all special education students.
• Oversees the development and coordination of curriculum goals and objectives and distribution of instructional materials for the school's special education programs.
• Work with families to increase their engagement in their child's school experience.
• Maintains responsive lines of communication among students, parents, and staff involved with special education programs.
• Support improved attendance and timeliness, homework completion, classroom on-task behavior, etc.
• Work collaboratively with school administrators, faculty and staff to ensure consistent implementation of the school-based rules and the Code of Conduct
• Perform other responsibilities as designated by the Headmaster.

Qualifications:

Required:

• Master's Degree in education with a concentration in Special Education Administration and/or a related field
• Massachusetts Supervisor/Director license or Administrator of Special Education Provisional with Advanced Standing or Standard
• Three (3) years teaching experience
• Massachusetts teacher license in special education
• Experience and training in the supervision and evaluation of teachers/as a professional developer
• Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with students, teachers, administrators, and parents
• Ability to establish a diverse multi-cultural atmosphere that enhances individual growth and promotes a positive self-image
• Experience with and/or knowledge of educational reform
• Experience with and knowledge of advising programs
• Knowledge of MA Curriculum Frameworks, Vocational Frameworks and Assessments

Preferred:

• Experience in working with students during transitions (orientations, moving to college)
• Experience developing or working within both an inclusion model and a learning center model
• Interest in working in fast-paced environment and ability to manage multiple responsibilities with humor and enthusiasm

Terms : BASAS, Group 9A, 209 days

Please refer to the Salary Compensation section on the Career Site for more information on compensation.

Salaries are listed by Union 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.