Transition Specialist (BTU), Gr. 9-12 (SY25-26)

Melvin H. King South End Academy (MHKSEA) is a K-12 therapeutic day school dedicated to supporting students with emotional, behavioral, and learning needs. The school offers three distinct programs:

• Melvin H. King Elementary: Serving students in grades K-6 at the South End Academy site, 90 Warren Ave., with school hours from 9:30 a.m. to 3:30 p.m.
• Melvin H. King Middle & High School: Serving students in grades 7-12 at the South End Academy site, 90 Warren Ave., with school hours from 7:20 a.m. to 1:40 p.m.
• Melvin H. King Prep: Serving students in grades 9-12 at 97 Peterborough St., with school hours from 7:20 a.m. to 1:40 p.m.

The Melvin H. King South End Academy provides an annual stipend amount of $9,446.00 for this position.

The BTU Specialist (Student Transition Specialist) at Melvin H. King South End Academy (MHKSEA) will play a vital role in supporting students with disabilities as they transition across sites to and from the school. As a therapeutic specialized day school, MHKSEA provides comprehensive academic and therapeutic services to meet the emotional, behavioral, and learning needs of its students. The scope of transitional support will be determined collaboratively by the Principal(s)/Head of School(s), Program Director, Clinical Director, and the district’s Office of Specialized Services (OSS).

Boston Public Schools (BPS) seeks a highly qualified BTU Specialist/Student Transition Specialist with experience working with students with emotional, behavioral, and other special needs. This is an exciting opportunity for educators committed to making a meaningful impact. BPS offers a dynamic environment that values creativity, innovation, and respect for the skills and expertise of its educators while working to close opportunity gaps for historically marginalized groups."

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 OSE

• 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: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP should demonstrate.  

1. 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.

1. 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.

1. 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.

1. 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.

1. 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.

1. 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

1. Holds a Moderate or Severe Disabilities License from the State of Massachusetts.
2. Experience teaching and/or working with students with special needs, ideally in a LAB setting.
3. Experience delivering these support services to students with disabilities.
4. Ability to meet the BPS Standards of Effective Practice as outlined above.

Qualifications-Preferred

1. Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.
2. Master’s Degree in special education or an appropriately related field.
3. Experience in the Boston Public Schools.
4. Experience working in urban public schools.
5. 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 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.

Salary : $9,446