Clinical Coordinator; Long-Term Substitute; SY

Overview

THIS IS A LONG-TERM SUB POSITION that is expected to start now until 2/23/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://(Use the "Apply for this Job" box below).).

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

• 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 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.

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

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

• Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

• Equitable & Effective Instruction