Boston Public Schools seeks an exceptional Clinical Coordinator who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an education professional.

The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.

Reports to: Principal/Head of School

Responsibilities

• Provides therapeutic, individual, small group, and family counseling.
• Assists the Special Education Director, in carrying out Chapter 766 responsibilities required for the social/ emotional well-being of students referred for services in the Emotional Impairment Strand.
• Facilitates of the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions.
• Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans.
• Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.
• Ensures the maintenance of timely and accurate student records.
• Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand.
• Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand.
• Performs other related duties as requested by the Head of School and Special Education Director.

Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP 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. Current MA Board of Registration Social Worker license (LSW, LCSW or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC)
2. Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).
3. Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field
4. Minimum of three years of professional experience working with at-risk youth
5. Ability to meet the BPS Standards of Effective Practice as outlined above
6. Strong interpersonal skills to work with schools, students, parents, and community-based agencies
7. Clinical therapy working with adolescents
8. Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parents
9. Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-image
10. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

Qualification-Preferred

1. Commitment to working with parents and students as partners in education.
2. Belief that all students can learn and become socially responsible.
3. Respect for all children and their families.
4. 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/ohc (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.