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Boston Public Schools School Support Specialist- (Long-Term Substitute) (SY21-22) (ESSER Funded Position) in Boston, Massachusetts

THIS IS A LONG TERM SUB POSITION that is expected to start on as soon as possible and end on June 30, 2022. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website ( ). This vacancy is the result of temporary funding through the Elementary and Secondary School Emergency Relief Fund (ESSER). The duration of the funding means the position is temporary and may last for one, two, or three years. Hired candidates may be excessed or non-renewed from the position for the following school year. Description Since 1987 Succeed Boston at the Counseling & Intervention Center (CIC) has provided support to more than 35,000 students through social and emotional skill development, counseling and restorative practices that provide students with skills necessary to make better decisions and be more successful in school. Boston Public Schools has long known what research confirms: exclusionary discipline practices such as out-of-school suspensions have not led to positive results, and have instead been linked to increased disengagement and feed the school to prison pipeline. Studies find that exclusionary discipline adversely affects young people facing discipline, their peers, and school safety and climate in general. Intervention programs like Succeed Boston are designed to mitigate the academic and systemic barriers that place children at risk and provide support for children and parents/guardians/caregivers, and the family as a whole. Our team is composed of a highly qualified, culturally and linguistically diverse group of social workers, intervention specialists, teachers, and administrators. Succeed Boston provides services to students in grades 1-12. We deliver trauma informed care, individual and group counseling, substance use education, civil rights and bullying prevention and educational workshops, restorative circles, and academics. The curriculum includes social emotional skill building, violence prevention and conflict resolution education that increases students' ability to assess risk, consider potential consequences, and improve decision-making. The “Push-in School Program” is a new program aimed at addressing the rise of externalized behaviors, online bullying and bias-based speech directed at LGBTQ students, and emotional concerns including depression, anxiety and substance use as a result of the pandemic. This program provides MTSS’ Tier 2 supports and resources to cohorts of school to enable them to address student behaviors before they become Code of Conduct infractions resulting in out of school suspensions (e.g.,bullying prevention and intervention, restorative conversations, substance use prevention, social and emotional skill building - including decision-making skills, use of social media, cooperative discipline, LGBTQ education and understanding civil rights). RESPONSIBILITIES: Provide push in surround care support to school leaders and staff to design and implement culturally and linguistically sustaining practices that address the individual needs of the school A new approach to support the development and practice of in-school alternatives for students who violate lower level Code of Conduct. Build capacity for in school program development through coaching, individualized action planning, professional development and for school staff to work/train in partnership with the Succeed staff. Increase capacity for schools to develop and deepen in school support for students involved in lower level Code infractions through the delivery of adult facing professional development and resources Collaborate and co-construct with school teams (Student Success Team, Deans, Social Worker, CFC, School Leaders) to develop an individualized roll out plan that includes culturally and linguistically sustaining best practices for building community, engaging students and providing alternatives to exclusion that will be applied in a progressive and restorative way. Provide support to identify space, provide training on curricula and implementation, and support the transition to in-house programming. On-going cohort support will be provided throughout the year for all schools in the forms of either in person or virtual consultations or by conducting monthly training, if necessary. Provide professional development to school staff to develop individualized models of in-school prevention and intervention for student at-risk for suspension. Develop restorative transition plans for students returning back to their home school. Coordinate and, if possible, attend and facilitate re-entry circles at student schools. Demonstrated cultural proficiency and use effective and culturally relevant instructional practices. Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification. QUALIFICATIONS - REQUIRED: MA Teaching License (All Levels) Master’s degree in related field Full Professional Bilingual Fluency - BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Professional experience working with urban youth and their families. Strong interpersonal skills to work with school, students, parents and community based agencies. Awareness and understanding of BPS Code of Conduct practices and philosophy Actively engages with and uses culturally and linguistically sustaining practices that nurture student’s success. Able to work collaboratively using a multi-disciplinary team approach consisting of individuals with a variety of lived experiences. Commitment to working with parents and students as partners in education. Belief that all students can learn and become socially responsible. Respect for all children and their families. Ability to meet the BPS Standards of Effective Practice as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. QUALIFICATIONS - PREFERRED: Awareness, understanding and practice of MTSS framework Awareness, understanding of Trauma Informed Practices and Social Emotional Learning Familiarity with Bullying Prevention and Intervention Understanding and practice of the principles of restorative justice CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: 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, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks Passionate and optimistic about their students, their content, and the teaching profession Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards Can convey content in creative and engaging ways that align to standards Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation Builds a productive learning environment where every student participates and is valued as part of the class community Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains 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) Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self- awareness and commitment to continuous learning and development Seeks to participate in and contribute to a collaborative adult learning community QUALIFICATIONS - REQUIRED: Education: Holds a Master’s degree Hold a valid Massachusetts Teaching License Possession of an SEI Endorsement or an ESL License Experience teaching in an urban setting. Comprehensive training, facilitation and development of restorative circles for students, staff and community. Demonstrated knowledge of and success in community organizing. Demonstrated and comprehensive knowledge of culturally competent responsive teaching. Comprehensive professional development and presentation skills. Demonstrated ability to engage with a range of students who have been marginalized (LGBTQ, Undocumented, Minority Majority students) Experience teaching in an urban setting Deep understanding and proven success in social justice organizing and youth participation Actively engages with and uses culturally and linguistically sustaining practices that nurture student’s success Awareness and understanding of BPS Code of Conduct Awareness, understanding and practice of the MTSS framework Able to work collaboratively with multi-disciplinary approach consisting of individuals with a variety of lived experiences. Commitment to working with parents and students as partners in education. Belief that all students can learn and become socially responsible. Respect for all children and their families. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Terms: BTU, Group I Please refer to (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. Next year, many BPS schools will have a longer school day through the "Schedule A" Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work. " />

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School Support Specialist- (Long-Term Substitute) (SY21-22) (ESSER Funded Position)

Job Description

Primary Location Central Office - Counseling & Intervention

Salary Range 1.0 FTE

Shift Type Central Office

Job Contact Information