Clinical Coordinator SY

Clinical Coordinator (One Year Only) (SY25-26)

Join to apply for the Clinical Coordinator (One Year Only) (SY25-26) role at Boston Public Schools
. This is a temporary position that will conclude at the end of the 2025‑2026 school year.

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, teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the academic proficiency of all students, and the closing of the achievement gap among subgroups within the schools.

In BPS, the classroom is an environment that supports creativity, innovation, and respects the skills and abilities of education professionals.

• 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.

• 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.
• 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 service of student learning.
• Consistently…