INCLUSIVE PRACTICES SUPPORT COMMUNITY FIELD COORDINATOR (SY22-23) (#00066677-SY2223)

Reports to: Executive Director of Special Education or Designee 

Location: Boston, MA 

General Description: 

The Boston Public Schools and Office of Special Education Supports and Services believe that students 

with disabilities can be academically and behaviorally successful in inclusive environments. The level and 

type of support our students with disabilities can vary based on their individualized educational plans 

(IEPs) and schools sometimes need additional technical support to ensure this academic and behavioral 

success. The District is looking for dynamic and innovative individuals to work collaboratively with 

Inclusion Support Specialist and school based teams to provide direct support to general, inclusive and 

substantially separate classrooms that need assistance in developing and implementing instructional 

strategies in academics, behavior, and/ or social skills . These may vary from individual, small group, or 

classroom support. The Inclusive Practices Support Team members will consist of two Inclusion Practices Specialists and one Inclusive Practices Paraprofessional. There will be four district wide Inclusive 

Practices Support Teams. The teams will be charged with providing direct consultation and coaching 

support, including modeling to classroom staff. The teams will identify and develop tools and professional 

development to support all students. The Inclusive Practice Support paraprofessionals need to have 

extensive experience as a paraprofessional working with students with disabilities and implementing and 

supporting successful instructional, behavioral, and social strategies in a variety of educational settings. 

Responsibilities: 

The Classroom Support Paraprofessional is responsible for the following: 

1. Provide direct support to schools that are beginning to develop classroom strategies on how to 

efficiently deploy paraprofessionals to support instructional, behavioral, and social challenges in 

individual classrooms; 

1. Providing support to paraprofessionals in ABA and PBIS strategies; 
2. Modeling on the how a paraprofessional can support challenging behaviors such as high 

intensity chronic behaviors, physical aggression, self injurious behaviors, classroom disruption; 

1. Participate in developing short and long term strategies for classrooms and schools that are 

working on improving instructional, behavioral, and social supports for students, with a focus on 

the role of the paraprofessional; 

1. Participate intensive intervention and support sessions for paraprofessionals; 
2. Provide modeling of strategies to paraprofessionals in the classroom; 
3. Assist Inclusive Practices Support Specialists in developing an understanding of the supports 

schools and classrooms needs across the district; 

1. Assist Inclusive Practices Support Specialists in developing and delivering professional learning 

experiences for paraprofessionals based upon an understanding of the areas of support needed; 

1. Other tasks as requested by the Executive Director of Special Education and Student Services. 

Required Qualifications: 

1. High School Diploma or GED 
2. Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing 

score on one of the two following Formalized Standardized Assessments: ParaPro Assessment 

(http://www.ets.org/parapro/ ) or WorkKeys Certificate of Proficiency for Teacher Assistants 

(http://www.act.org/workkeys/profcert/index.html ) 

1. Extensive experience in supporting direct, small and whole group instruction to students with 

disabilities; 

1. Extensive experience in assisting with the implementation of individual and classroom behavior 

management plans; 

1. Possess a minimum of three years of experience as a Special Education Paraprofessional in a 

large urban district; 

1. Demonstrate experience in culturally and linguistically responsive practices; 
2. Experience with supporting complex cases; 
3. Demonstrate the ability to assess and address the academic and behavioral needs of students; 
4. Demonstrates ability to work collaboratively with others; 
5. Current Crisis Prevention Intervention (CPI) certification; 
6. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment; 

1. Other tasks as requested by the Executive Director of Special Education and Student Services.

Preferred Qualifications: 

• Bilingual or fluent in a second language 

Terms: 

This is a BTU CFC position. Salary depends on education and experience. 

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