Inclusive Practices Support Specialist; SY

Inclusive Practices Support Specialist (SY25-26)

Join to apply for the Inclusive Practices Support Specialist (SY25-26) role at Boston Public Schools
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Reports to:

Office of Specialized Services Chief or their designee.

The Boston Public Schools Office of Specialized Services believes that students with disabilities can be academically and behaviorally successful in inclusive environments. The level and type of support our students with disabilities need 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 central 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 for individual, small group, or classroom support.

BPS is compiling Inclusive Practice Teams, consisting of two IP Specialists and one paraprofessional each, to work directly with classroom staff. The teams will not only provide direct consultation and coaching, but will also identify and develop tools and other professional development resources to support schools and students. There will be four district‑wide Inclusive Practice Teams. The teams will be charged with providing direct consultation and coaching support, including modeling, to classroom staff.

They will also be identifying and developing tools, and professional development on larger topics to support all students.

The Inclusive Practice Support Specialists need to have extensive experience working with students with disabilities and implementing successful instructional, behavioral, and social strategies in a variety of educational settings. The Inclusive Practice Teams will also work with central office personnel to build capacity and understanding of the school experience that is needed for the BPS inclusion vision to be attained. The Office of Special Education wants to create support networks that will ensure all students have equitable access to opportunities and experience achievement.

• Providing direct support to schools that are beginning to develop classroom strategies to support instructional, behavioral, and social challenges in individual classrooms;
• Providing support in ABA and PBIS strategies;
• Providing instructional support in Universal Design for Learning;
• Modeling and coaching on addressing challenging behaviors such as high‑intensity chronic behaviors, physical aggression, self‑injurious behaviors, classroom disruption;
• Supporting schools and classrooms with the implementation of FBA‑BSP;
• Developing short and long‑term strategies for classrooms and schools that are working on improving instructional, behavioral, and social supports for students;
• Providing intensive intervention and support sessions for classroom‑based staff;
• Providing modeling of strategies to classroom staff in the classroom;
• Working with other Classroom Support Specialists teams to design consistent district‑wide support to recurring issues in special education classrooms;
• Developing an understanding of the supports schools and classrooms need and work collaboratively with central office staff, including general education partners to develop and deliver these supports;
• Working collaboratively with central office personnel to design and deliver professional learning experiences for school leaders, teachers and paraprofessionals based upon an understanding of the areas of support needed in each school;
• Engaging in ongoing professional learning;
• Working collaboratively with central office personnel to ensure that all students have equal access to the support and services they need to attain academic success;
• Completing other tasks as requested by the Executive Director of Special Education and Student Services.

• Hold valid Special Education certification in moderate or severe disabilities;
• Hold a Master’s Degree in the field of Special Education or a…