Specialist; BTU), Inclusion Strand Moderate License; SY
Listed on 2026-06-27
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Education / Teaching
School Counselor, Special Needs / Learning Disabilities, Special Education Teacher, Bilingual
BTU Specialist
At the end of the SY25-26 school year, Community Academy will close as a degree-granting school. In SY26-27, the re Imagined Community Academy (final name TBD) will serve as a program to support students who are in need of a temporary placement due to a code-of-conduct violation placement and transition program for students needing additional academic and social-emotional supports (ex. transitioning from DYS, hospitalization, etc.).
This position will be located in the re Imagined Community Academy program.
The BTU Specialist will provide support to the students with disabilities enrolled in the Inclusion Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Specialized Services (OSS).
Reports to:
Principal(s)/Head of School(s) or OSS Program Director (in certain schools) with support from OSS
- Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSS
- Provide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action Plans
- Collaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators
- Provide case management and liaison with other school, district, and community-based providers
- Participate as members of Service Teams and Evaluation Teams
- Provide consultation and professional development to colleagues
Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP should demonstrate.
- 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.
- 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.
- 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.
- Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.
- 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.
- 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…
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