Community Connections Facilitator; SY

Community Connections Facilitator (SY26-27)

Boston Public Schools Central Office – Specialized Services – Boston, Massachusetts

The Community Connections Facilitator (CCF) is an education professional experienced with middle and secondary school students with disabilities, aiding transition to adult life opportunities such as employment, post‑secondary education, training, and independent living. The CCF ensures effective transition planning, supports staff in developing transitional programming, implements a student database system, and provides professional development in transition and documentation.

Assistant Director of Transition Services (Office of Special Education)

• Work with STRIVE team members using individualized service coordination to facilitate positive outcomes (employment, post‑secondary enrollment, training programs, independent living).
• Collaborate with faculty across the school system, including regular education teachers, to involve students with disabilities in vocational continuum.
• Facilitate development of work‑based learning plans for students in school or community work experiences.
• Collaborate with school‑based teams to determine accommodations needed in work or community settings.
• Attend professional development, workshops, and conferences to stay current in special education laws.
• Provide community access to travel training, potential work sites, internships, adult service providers, and post‑secondary opportunities.
• Facilitate and maintain interagency agreements with a wide range of employers and community resources.
• Provide ongoing family support regarding rights of persons with disabilities, independent living options, accessible housing, guardianship, intake, eligibility for adult services, and vocational training.
• Conduct ongoing documentation of student participation in services facilitated through STRIVE.
• Other duties as required.

• Collaborate with Guidance Director and Guidance staff.
• Collaborate with middle school staff.
• Collaborate with related service providers at middle and high schools.
• Collaborate with COSE to ensure that SWDs have required documentation.
• When appropriate, ensure 688 referrals are completed for SWDs.
• Monitor and review high‑needs cases.

• Accountability for Student Achievement
  • Sets ambitious learning goals, uses high expectations, engages students.
  • Consistently defines high expectations for learning and behavior.
  • Assesses regular student learning, measures growth.
  • Analyzes assessment data, draws conclusions, shares appropriately.
• Communicating Professional Knowledge
  • Exhibits strong knowledge of child development and how students learn, designs rigorous plans with measurable outcomes.
  • Provides differentiated learning experiences appropriate to developmental levels.
• Equitable & Effective Instruction
  • Builds productive learning environment valuing all students.
  • Uses practices that motivate, engage, and encourage participation.
  • Adapts instruction, services, plans, and assessments to make curriculum accessible.
• Cultural Proficiency
  • Creates an inclusive environment respecting diverse backgrounds and strengths.
• Parent/Family Engagement
  • Engages families and builds collaborative relationships.
  • Provides clear expectations and strategies to promote learning at home.
• Professional Reflection & Collaboration
  • Regularly reflects, seeks feedback, and commits to continuous learning.
  • Collaborates with colleagues to analyze student performance and plan interventions.
  • Provides advice and expertise to general education teachers and the school community.

• Bachelor’s Degree in Special Education or a related field.
• Active and valid MA DESE Teacher License in Moderate or Severe Disabilities.
• Experience working in multicultural environments and with students with a broad range of abilities and disabilities.
• Knowledge of special education and transition mandates, current strategies like Person‑Centered Planning, natural supports, related laws and regulations.
• Computer literacy competencies.
• Sensitivity to student cultural and special needs.
• Ability to work as a member of a team.
• Must be a resident of…