Specialist; BTU), Inclusion Strand Moderate License Gr. 7-12; SY

BTU Specialist

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).

The Inclusion Strand Specialist position at Charlestown High School (CHS) will serve as a dedicated instructional and programmatic leader within our Life Skills program, supporting students with substantially separate IEPs and the educators who serve them. The Strand Specialist will have their primary home base within the Life Skills program and will work in close collaboration with Life Skills teachers, paraprofessionals, related service providers, and CHS leadership.

The central purpose of this role is to strengthen the quality, coherence, and impact of Life Skills programming through instructional support, development of systems for progress monitoring, and coordination of high-quality academic, social, and transition experiences for students. While this job title reflects a commitment to inclusion, this role is not a generic school wide inclusion role. Instead, it carries a targeted responsibility to support inclusive opportunities for our Life Skills students, including access to academic classes, electives, and co-curricular experiences aligned to student needs and goals.

This work is grounded in the role's primary commitment to the Life Skills, such that students experience a strong, specialized programming and meaningful connection to the broader school community.

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 advice and expertise to general education teachers…