District-Wide Coordinator of Special Education (COSE)/Student Services Team Chair

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District-Wide Coordinator of Special Education (COSE)/Student Services Team Chair

Employer Foxborough Regional Charter School Location Foxborough, MA Closing date May 8, 2026

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Specialty Student & Scholar Services Position Type Coordinator Hours Full-time Employment Type Permanent Organization Type College / University

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Job Details

District-Wide Coordinator of Special Education (COSE)/Student Services Team Chair

Reports to: Director of Student Services, or Designee

Work Year: 195 days

This is a non-aligned position (non-Union)

Salary Range: $75K to $90K

Starts: August 2026

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity, and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle & High School) speak over 20 languages and live in more than 20 sending districts. Diversity is one of our greatest strengths, and it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and have made a commitment to hire and retain a diverse staff and employees who are committed to an antiracist curriculum and ideals.

Job Summary

The Coordinator of Special Education (COSE), a highly qualified and knowledgeable professional, is invited to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve in a way that makes a meaningful impact. In FRCS, teachers and leaders are committed to the vision of high expectations for achievement, equal access to high-level instruction, achieving academic proficiency for all students, and closing the achievement gap among subgroups within the schools. FRCS is an excellent place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

Responsibilities

• Support the improvement of student outcomes and strengthen the engagement of families as partners
• Collaborate with the Principal of the school to:
• Provide a respectful and engaging school environment for ALL students
• ensure that students with disabilities participate in the general education environment with their non-disabled peers per the IEP
• Provide and/or arrange professional development and support for special education teachers and related service providers.
  
  

Coordinate and support the continuum of settings and an array of services for students with disabilities and students placed at risk Serve as liaison to and coordinate the work of outside agencies providing services to students in those schools without a Student Development Coordinator. Engage families as partners in planning, problem-solving, and provide assistance with school assignments. Support the development of culturally competent practice at all levels Collaborate with the Principal or designee in providing FAPE, LRE, and specialized instruction and services for students with disabilities, and differentiated instruction for all students Provide support to special education teachers regarding research-based and effective instructional and social-emotional-behavioral practices Provide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilities Support the maintenance and improvement of regulatory compliance Process referrals for and chair all original and re-evaluation meetings; develop Individual Educational Plans (IEPs) for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans; chair annual review meetings, chair the annual review meetings, and provide teachers and other service providers as appropriate with copies of IEPs at the beginning of each year and when changes occur thereafter. Consult with and support special education teachers and related service providers in their responsibilities to chair annual reviews and develop IEPs for these students. Chair Section 504 eligibility meetings and develop 504 accommodation plans Collaborate with the Principal or designee in aligning student schedules with IEPs and 504 plans Collaborate with the Principal or designee, the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act.

• scheduling of assessments and meetings
• consents from parents
• notices and invitations to families and providers
• presenting and tracking IEPs
• monitoring for parent signatures
• progress reports from teachers and service providers
• management reports and other required reports
• older transfer and maintenance
  
  

Participate in dispute resolution meetings, hearings, and mediation settlement meetings as needed. Medicaid reimbursement activities Perform other duties related to this job description as required by the Director of Student Services, the school Principal, or other immediate supervisor. Participate in regular organizational meetings and professional development activities provided by the Student Services Department/Teaching and Learning

Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), and the abilities that all FRCS 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, and 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 a 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 the 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

• Valid MA DESE Teaching License in Special Education (Moderate or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, or MA DESE License in School Psychologist, or MA DESE License in Speech-Language Pathology.
• Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act.
• Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive, supportive relationships with parents of students with special needs.
• Ability to meet the FRCS Standards of Effective Practice as outlined above.
• Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners.
• Three years of successful experience in an urban school system or urban human service setting.
• Excellent problem-solving, communication, and organizational skills.
• Five years (5) of experience as a special education classroom teacher or administrator
  
  

Qualifications - Preferred

• Master’s Degree in Special Education or a related field.
• Administrative/supervisory certification and experience in educational settings (s), preferably special education.
• Urban special education teaching or related service experience.
• Experience using a Student Information Management System.
• FRCS values linguistic diversity and believes candidates who speak another language add value to the classroom, school, and district culture and diversity. FRCS is particularly interested in candidates who are fluent in one of its official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
  
  

Work Environment & Physical Requirements

The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.

Physical Requirements

While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.

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