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academic success coordinator

University of Massachusetts Boston

<p></p><div><div><b>Job no:</b> 529636<br>
<b>Position Type:</b> Staff Full Time<br>
<b>Campus:</b> UMass Boston<br>
<b>Department:</b> Pathway &amp; Multilingual Program<br>
<b>Pay Grade:</b> 30<br>
<b>Date opened:</b> 04 Mar 2026 Eastern Standard Time<br>
<b>Applications close:</b> 18 Mar 2026 Eastern Daylight Time
</div>
<div><div><b>General Summary:</b></div>
<div>
The UMass Boston (UMB) Early College Initiative is a core commitment of the university&rsquo;s vision and mission in service of developing reciprocal community- based partnerships, expanding access to higher education for historically and currently underserved students, and advancing equitable student outcomes. The Early College program partners with high schools to co-construct a pathway for Boston Public School students to and through college that engage students in culturally sustaining curriculum, exposes them to academic and career opportunities, and accelerates progress towards baccalaureate degree and fulfilling careers. The Early College program also features holistic integrated student support services and improved curriculum alignment between UMB and its partnering high schools. Early College lowers the cost of college and reduces barriers to enrollment and completion, ultimately supporting students to experience increased levels of success in college and beyond.</div>
<div>
The Academic Success Coordinator works with Early College students, potential and enrolled, using asset-based educational, cultural, and linguistic frameworks, to provide support to students from their initial transition to the program, through graduation. The Academic Success Coordinator will also provide support to Early College graduates who transition and enroll at UMass Boston, and will ensure high-quality, comprehensive advising sessions through educational approaches that promote equity, transformational practice, and academic literacies to guarantee the successful retention of the students served. Responsibilities of the position include, but are not limited to, working with a specific caseload of students to assist them in navigating academic and non-academic issues as well as coordinating the implementation of coaching services within Early College partner schools and on the UMass Boston campus. The Academic Success Coordinator will work closely with the Director of Advising and Student Engagement and the Senior Director of Programs and Partnerships to develop holistic supports and curriculum for participants and evaluate the success of the program towards the goal of continuous improvement.</div><br>
<div></div>
<div><b>
Examples of Duties:</b></div>
<div>
<div>Advise a caseload of Pre-Collegiate Early College students (with fewer than 30 credits), individually and in groups.</div>
Assist Early College students who will be taking non-cohorted classes in identifying courses for senior year<ul><li>.</li>
Counsel and support students experiencing academic or personal difficulties and work with students to develop an Academic Plan and support in tracking progress<li>.</li>
Maintain up-to-date notes and records of each student meeting, including those related to tracking academic progress and outcomes using the advising case management tool<li>.</li>
Offer socioemotional support for all students, referring students to the appropriate resources when personal and social issues arise<li>.</li>
Working with both the UMass Boston Early College and high school staff, make recommendations or provide resources and referrals to various services, such as Ross Center for Disability Services, Tutoring, Financial Aid, Counseling and Mental Health Services<li>.</li>
Work closely with other Pre-Collegiate Programs departments to transition students to college advising, Student Support Services and learning communities, to ensure that program participants who transitioned and are enrolled at UMass Boston have the necessary support to be academically successful<li>.</li>
Liaise between the student and the university, working with other departments and offices to ensure student service functions are performed efficiently and consistently<li>.</li></ul><br>
<div></div>
<div><b>
Administration and Coordination of Services</b></div>
Collaborate with the Director of Advising and Student Engagement and the Director of Early College to oversee the coordination, implementation, and continuous improvement of Early College academic coaching services, including scheduling, staffing, and logistics, across Early College partner schools and the UMass Boston campus<ul><li>.</li>
Serve as the primary point of contact and functional lead for Early College Academic Success Coach(es), providing advising program coordination, guidance, and support to ensure alignment with program goals, student success outcomes, and institutional priorities<li>.</li>
Coordinate with Early College Academic Success Coach(es) to assess emerging student needs, identify service gaps, and develop responsive programming and interventions that enhance student engagement, persistence, and academic momentum<li>.</li>
Other duties as assigned<li>.</li></ul><br>
<div></div>
<div><b>
Academic Coaching</b></div>
</div>
Coordinate with Early College Academic Success Coach(es) to design, implement, and refine individualized and group-based coaching services and interventions grounded in student experiences, strengths, and needs, with attention to equity, access, and inclusive student support practices<ul><li>.</li>
Lead the scheduling, development, and facilitation of engaging, student-centered workshops and other academic programs, including learning communities and community-building events, to enhance the knowledge that will help students build college success skills and navigate academic requirements such as: time management, student success strategies, financial literacy, etc., in collaboration with campus partners and Early College stakeholders<li>.</li>
Work with students in the Pathways and Student Success Programs department, including Early College, Student Support Services, the English Language Program, the Pathway program, and Directions for Student Potential, during summer programming and other critical points throughout the academic year<li>.</li>
Assist students in adapting to the college environment, including navigating campus resources, understanding college culture and navigating social transitions through structured training sessions<li>.</li>
Teach up to four one-credit university literacy courses during the academic year (including summer). Teaching responsibilities will primarily be for Early College courses but may fall under any of the Pathways and Student Success Programs during the summer if Early College programming is not being offered<li>.</li></ul><br>
<div></div>
<div><b>
Data Analysis, Compliance, and Assessment</b></div>
Work closely with the Early College Senior Director and Associate Director to analyze qualitative and quantitative student data related to persistence, retention, engagement, satisfaction, and completion to make informed recommendations for new or modified programs and services and to evaluate the effectiveness of coaching services, workshops, and events. Use assessment findings to inform program expansion, resource allocation, and continuous improvement of Early College support services<ul><li>.</li>
Ensure proper and effective use of university systems and applications (Salesforce, PeopleSoft, Student Access, etc.) to maintain accurate and up-to-date student records<li>.</li>
Maintain consistency and compliance within ADA, FERPA, and other state, federal or university and departmental guidelines<li>.</li>
Participate in assessment efforts, including the development of progress benchmarks<li>.</li></ul><br>
<div></div>
<div><b>
Student Recruitment and Program Representation</b></div>
In conjunction with the Associate Director, present in-person and virtually to prospective Early College students, families, partner school staff and community stakeholders, i.e. open house, career day, campus visitation day, new student orientation, information session<ul><li>.</li>
Interact with other members of the university community to promote Early College<li>.</li>
Represent the department on university committees, such as Pathways and Multilingual Programs meetings and Advising Collaborative monthly meetings<li>.</li>
Work with Senior Director and associate directors to deliver trainings, workshops, and lectures, for example, at professional development for Early College instructors and partner staff<li>.</li></ul><br>
<div></div>
<div><b>
Qualifications:</b></div>
Bachelor&rsquo;s degree and at least 1-3 years in higher education setting or similar setting involving teaching, counseling and /or academic advising required; Master&rsquo;s Degree in Counseling, Higher Education or Human Development or a related field preferred<ul><li>.</li>
Knowledge of trends and issues facing low-income, first-generation college students, students with disabilities, undocumented/DACA<li>.</li>
Proven ability to work with diverse populations in required: experience working with multilingual, first-generation, low-income, students with disabilities and undocumented/DACA students from a wide variety of cultural backgrounds<li>.</li>
Strong commitment to student success, multiculturalism, multilingualism, and equitable student outcomes<li>.</li>
Strong knowledge base of effective advising and career coaching principles<li>.</li>
Knowledge of MassTransfer preferred<li>.</li>
Excellent oral, written, and interpersonal skills and ability to work under pressure, in a team capacity and independently<li>.</li>
Experience using Microsoft Excel and aptitude to learn in-house platform technologies required; experience with PeopleSoft software referred<li>.</li>
Ability to work occasional evenings and/or weekends, required<li>.</li>
Experience speaking and writing in one or more languages other than English, preferred<li>.</li></ul><br>
<div></div>
<div><b>
Application Instructions:</b></div>
<div>
Please apply online with your resume, cover letter and list of three professional references.</div>
<div>
Review of candidates will begin following the application closing date.</div><br>
<div></div>
<div><b><i>
Only Internal candidates in the Professional Staff Bargaining Unit will be considered during the first 10 business days of the posting. All other candidates will be considered after that period.</i></b></div></div></div><p></p>

Academic Success Coordinator

Boston Public Schools

<div><p>****This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts.****</p><p></p><p><br>
Boston Public Schools seeks an exceptional <b>Clinical Coordinator</b> 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, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an education professionals. The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.</p><p></p><p><br>
Reports to: Principal/Head of School</p><p></p><p><b><br>
Responsibilities</b></p><ul><li>
Provides therapeutic, individual, small group, and family counseling.</li><li>
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.</li><li>
Facilitates the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions.</li><li>
Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans.</li><li>
Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.</li><li>
Ensures the maintenance of timely and accurate student records.</li><li>
Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand.</li><li>
Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand.</li><li>
Performs other related duties as requested by the Head of School and Special Education Director.</li></ul><p><b>
Core Competencies:</b> Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.</p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><ul><li>
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.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul><p><i>
(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)</i></p><ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)</i></p><ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul><p><i>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
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.</li><li>
Professional Reflection &amp; Collaboration</li></ul><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
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.</li><li>
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.</li></ul><p></p><p><b><br>
Qualifications Required</b></p><ul><li>
Current MA Board of Registration Social Worker license (LSW, LCSW, or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC)</li><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Master's Degree in Clinical Psychology, Social Work, Counseling, or related field</li><li>
Minimum of three years professional experience working with at-risk youth
</li><li>Ability to meet the BPS Standards of Effective Practice as outlined above</li><li>
Strong interpersonal skills to work with school, students, parents and community based agencies
</li><li>Clinical therapy working with adolescents</li><li>
Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators and parents</li><li>
Ability to establish multi-cultural atmosphere which enhances individual growth and promotes a positive self-image</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul><p><br>
</p><p><b>Qualification-Preferred</b></p><ul><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li></ul><p></p><p><b><br>
Terms</b>: BTU, Group I, Plus 10% for the 11th month</p><p></p><p><br>
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.</p><p></p><p><br>
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement.</p><p></p><p><br>
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</p></div>

Turnaround: Clinical Coordinator, Gr. 9-12 [0.5 Part-Time] (SY26-27)

<div><p>Boston Public Schools seeks an exceptional <b>Clinical Coordinator</b> 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, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an education professional.</p><p></p><p><br>
The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.</p><p></p><p><br>
Reports to: Principal/Head of School</p><p></p><p><b><br>
Responsibilities</b></p><ul><li>
Provides therapeutic, individual, small group, and family counseling.</li><li>
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.</li><li>
Facilitates of the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions.</li><li>
Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans.</li><li>
Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.</li><li>
Ensures the maintenance of timely and accurate student records.</li><li>
Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand.</li><li>
Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand.</li><li>
Performs other related duties as requested by the Head of School and Special Education Director.</li></ul><p><b>
Core Competencies:</b> Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.</p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><ul><li>
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.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul><p><i>
(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)</i></p><ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)</i></p><ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul><p><i>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
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.</li><li>
Professional Reflection &amp; Collaboration</li></ul><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
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.</li><li>
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.</li></ul><p></p><p><b><br>
Qualifications Required</b></p><ul><li>
Current MA Board of Registration Social Worker license (LSW, LCSW, or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC)</li><li>
Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.</li><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field</li><li>
Minimum of three (3) years of professional experience working with at-risk youth
</li><li>Ability to meet the BPS Standards of Effective Practice as outlined above</li><li>
Strong interpersonal skills to work with schools, students, parents, and community-based agencies
</li><li>Clinical therapy working with adolescents</li><li>
Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parents</li><li>
Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-image</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul><p><b>
Qualification-Preferred</b></p><ul><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li></ul><p><b>
Terms</b>: BTU, Group I, Plus 10% for the 11th month</p><p></p><p><br>
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.</p><p></p><p><br>
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement.</p><p></p><p><br>
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</p></div>

Clinical Coordinator [0.5 EI Clinician/ 0.5 EI Strand Specialist], Gr. 9-12 (SY26-27)

Clinical Coordinator [0.5 EI Clinician /0.5 EI Strand Specialist], Gr. 7-12 (SY26-27)

<div><p>Boston Public Schools seeks an exceptional <b>Clinical Coordinator</b> 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, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an education professional.</p><p></p><p><br>
The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.</p><p></p><p><br>
Reports to: Principal/Head of School</p><p></p><p><b><br>
Responsibilities</b></p><ul><li>
Provides therapeutic, individual, small group, and family counseling.</li><li>
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.</li><li>
Facilitates of the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions.</li><li>
Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans.</li><li>
Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.</li><li>
Ensures the maintenance of timely and accurate student records.</li><li>
Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand.</li><li>
Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand.</li><li>
Performs other related duties as requested by the Head of School and Special Education Director.</li></ul><p><b>
Core Competencies:</b> Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.</p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><ul><li>
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.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul><p><i>
(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)</i></p><ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)</i></p><ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul><p><i>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
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.</li><li>
Professional Reflection &amp; Collaboration</li></ul><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
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.</li><li>
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.</li></ul><p></p><p><b><br>
Qualifications Required</b></p><ul><li>
Current MA Board of Registration Social Worker license (LSW, LCSW, or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC)</li><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field</li><li>
Minimum of three (3) years of professional experience working with at-risk youth
</li><li>Ability to meet the BPS Standards of Effective Practice as outlined above</li><li>
Strong interpersonal skills to work with schools, students, parents, and community-based agencies
</li><li>Clinical therapy working with adolescents</li><li>
Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parents</li><li>
Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-image</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul><p><b>
Qualification-Preferred</b></p><ul><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li></ul><p><b>
Terms</b>: BTU, Group I, Plus 10% for the 11th month</p><p></p><p><br>
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.</p><p></p><p><br>
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement.</p><p></p><p><br>
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</p></div>

Clinical Coordinator (SY26-27)

Clinical Coordinator (SY25-26)

The General Hospital Corporation

<div>Site: The General Hospital Corporation<p></p><p><br>
Mass General Brigham relies on a wide range of professionals, including doctors, nurses, business people, tech experts, researchers, and systems analysts to advance our mission. As a not-for-profit, we support patient care, research, teaching, and community service, striving to provide exceptional care. We believe that high-performing teams drive groundbreaking medical discoveries and invite all applicants to join us and experience what it means to be part of Mass General Brigham.</p><p></p><p><b><br>
Job Summary</b></p>
Reporting to the Director of Compliance, will coordinate and track student compliance and immunization requirements using the systems available, including Complio (until phased out) and Exxat for students in all MGH Institute schools and academic programs; communicate with students to ensure compliance is maintained; generate required reports and support the analytical needs of the Director. Will coordinate the student's use of Exxat and, with direction from the Director of Compliance, interact with the MGB Department of Occupational Health.<br>
<br>
<ul><li>Coordinate and track student compliance and immunizations requirements using the systems available including Complio and Exxat for students in all MGH Institute schools and academic programs, (55%)</li><li>Establish and maintain communication workflows with students and academic programs to ensure compliance is maintained; present comprehensive compliance overviews to incoming students during orientation sessions, ensuring clear understanding of institutional policies and requirements, (25%)</li><li>Coordinate the student use of Exxat Approve including functioning as the lead contact with Exxat/Prism, (10%)</li><li>Generate required reports, support the analytical needs of the Director, including but not limited to state immunization reporting and MGB-flu compliance, and support Office of Compliance-led activities (on-campus CPR trainings, N95 Fit Testing, flu clinic, etc.). (10%)</li></ul><p></p><div><div><div><div><div><div><div><p><b><br>
Qualifications</b></p></div></div></div></div></div></div></div><p><b>
Education and Experience Qualifications</b><br>
Bachelor&rsquo;s degree required, and one to three years of increasingly responsible related experience, preferably in an academic institution preferably within clinical education.<br>
</p><p><br>
<b>Skills/Abilities/Competencies Required</b></p><p><b><i>
a) Administrative Skills</i></b>-</p><ul><li>
Strong organizational skills</li><li>
Attention to detail</li><li>
Ability to interact effectively with students, administrative, faculty, and staff</li><li>
Ability to manage simultaneous projects, set priorities, and delegate tasks when necessary</li><li>
Ability to manage multiple demands and resolve issues and concerns from all constituencies</li></ul><p></p><p><b><i>
b) Technical Skills</i></b></p><ul><li>
Proficiency with word processing, spreadsheet, calendaring and database applications.
</li><li>Technical ability to maintain multiple accounts, monitor policies/regulations, and other accounting matters for the division.</li></ul><p><br>
</p><p><b><i>c) Physical Capabilities
</i></b></p><ul><li>N/A</li></ul><p></p><p><b>
Supervisory Responsibility</b></p><p>
Work with Director to assign and manage tasks for the Office&rsquo;s Graduate Assistant.</p><p></p><p><b>
Working Conditions</b></p><p>
Shared office; hybrid (3 days in the office; 2 days remote)</p><p><br>
</p><div><div><div><div><div><div><div><p><b>Additional Job Details (if applicable)</b></p></div></div></div></div></div></div></div><p></p><div><div><div><div><div><div><div><p><b><br>
Remote Type</b></p></div></div></div></div></div></div></div>
Hybrid<p></p><div><div><div><div><div><div><div><p><b><br>
Work Location</b></p></div></div></div></div></div></div></div>
One Constitution Wharf<p></p><div><div><div><div><div><div><div><p><b><br>
Scheduled Weekly Hours</b></p></div></div></div></div></div></div></div>
40<p></p><div><div><div><div><div><div><div><p><b><br>
Employee Type</b></p></div></div></div></div></div></div></div>
Regular<p></p><div><div><div><div><div><div><div><p><b><br>
Work Shift</b></p></div></div></div></div></div></div></div>
Day (United States of America)<p></p><p><b><br>
Pay Range</b></p>
$19.81 - $28.30/Hourly<p></p><p><b><br>
Grade</b></p>
3<br>
<p></p>
At Mass General Brigham, we believe in recognizing and rewarding the unique value each team member brings to our organization. Our approach to determining base pay is comprehensive, and any offer extended will take into account your skills, relevant experience if applicable, education, certifications and other essential factors. The base pay information provided offers an estimate based on the minimum job qualifications; however, it does not encompass all elements contributing to your total compensation package. In addition to competitive base pay, we offer comprehensive benefits, career advancement opportunities, differentials, premiums and bonuses as applicable and recognition programs designed to celebrate your contributions and support your professional growth. We invite you to apply, and our Talent Acquisition team will provide an overview of your potential compensation and benefits package.<p></p><div><div><div><div><div><div><div><p><b><br>
EEO Statement:</b></p></div></div></div></div></div></div></div>
1700 The MGH Institute of Health Professions, Inc. is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religious creed, national origin, sex, age, gender identity, disability, sexual orientation, military service, genetic information, and/or other status protected under law. We will ensure that all individuals with a disability are provided a reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. To ensure reasonable accommodation for individuals protected by Section 503 of the Rehabilitation Act of 1973, the Vietnam Veteran&rsquo;s Readjustment Act of 1974, and Title I of the Americans with Disabilities Act of 1990, applicants who require accommodation in the job application process may contact Human Resources at (857)-282-7642.<p></p><h2 class="jobSectionHeader"><b><br>
Mass General Brigham Competency Framework</b></h2><div><div><p>
At Mass General Brigham, our competency framework defines what effective leadership &ldquo;looks like&rdquo; by specifying which behaviors are most critical for successful performance at each job level. The framework is comprised of ten competencies (half People-Focused, half Performance-Focused) and are defined by observable and measurable skills and behaviors that contribute to workplace effectiveness and career success. These competencies are used to evaluate performance, make hiring decisions, identify development needs, mobilize employees across our system, and establish a strong talent pipeline.</p></div></div></div>

Clinical Education Systems Coordinator

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