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administrative director behavior health services

NeighborHealth

<div><div><p><b>Thank you for your interest in a career at NeighborHealth, formerly East Boston Neighborhood Health Center!</b></p><p></p><p>
As one of the largest community health centers in the country, NeighborHealth is proud to serve the greater Boston area with a strong commitment to the health and well-being of our patients and communities.</p></div><p></p><div><p>
Whether you're a nurse or physician providing direct care, a manager leading dedicated teams, or part of the essential support staff who keep our operations running smoothly &mdash; every role at NeighborHealth is vital. Together, we&rsquo;re advancing medicine and delivering the best care experience for our patients and community!</p></div><p></p><div><div><div><p>
Interested in this position? Apply online and create a personal candidate account!</p></div></div></div><p></p><p><b>
Current Employees of </b><b>NeighborHealth</b>- Please use our internal careers portal to apply for positions.</p><p></p><p>
To learn more about working at NeighborHealth and our benefits, please visit out our Careers Page.</p><p></p><p><b>
Time Type:
</b></p>Full time<p></p><p><b>
Department:
</b></p>South End Hass Behavioral Health<p></p><p><b>
All Locations:
</b></p>10 Gove Street &ndash; Taylor Building, 1601 Washington Street<p></p><p><b>
Position Summary:
</b></p>The Administrative Director provides operational, financial, regulatory, and strategic leadership for assigned Behavioral Health services, including outpatient mental health, substance use disorder treatment, and integrated behavioral health programs. Reporting to the Senior Vice President of Operations, the role is accountable for program performance, patient access and flow, clinician productivity, compliance, and the delivery of high-quality, trauma-informed, culturally responsive care.<p>
Under the direction of the Senior Vice President of Operations, the Administrative Director leads performance across behavioral health service lines, with responsibility for access, continuity of care, quality outcomes, financial results, regulatory readiness, and patient and staff experience. The leader partners with administrative and medical directors to advance cross-functional initiatives that strengthen operations and drive measurable improvement. Working closely with the operations manager, the Administrative Director assesses the current state, develops practical plans, and ensures sustainable implementation of change. The role oversees patient flow, staffing models, productivity, compliance, and program growth while ensuring services meet regulatory, accreditation, and payer requirements.</p><p><b>
The successful candidate will be able to perform the following responsibilities:</b></p><ul><li>
Define, develop, and implement short- and long-term strategies to meet organizational objectives, with direction and support from the Senior Vice President.</li><li>
Design and oversee the department&rsquo;s performance improvement program.</li><li>
Analyze operations to identify opportunities for improvement; develop project plans and lead implementation efforts.</li><li>
Provide structure, coordination, and oversight throughout the project life cycle.</li><li>
Lead cross-functional initiatives to ensure health center goals and objectives are achieved.</li><li>
Direct efficient and effective behavioral health operations, including clinician scheduling, productivity expectations, space utilization, and telehealth capacity.</li><li>
Manage clinical and on-call schedules to ensure appropriate coverage across all sessions.</li><li>
Develop and maintain operational dashboards; monitor clinician productivity, panel size, no-show rates, throughput, and service utilization.</li><li>
Monitor and report patient access and throughput across outpatient practice areas; implement processes to meet or exceed established goals and benchmarks.</li></ul><p><b>
What You'll Bring:</b></p><ul><li>
Bachelor&rsquo;s degree required, master&rsquo;s degree preferred.</li><li>
Minimum of 5 to 7 years of healthcare experience with increasing responsibility across supervisory and management functions.</li><li>
Practice Management experience required.</li><li>
Strong interpersonal and communication skills, with the ability to build rapport across diverse teams.</li><li>
Exceptional problem-solving and conflict-resolution abilities.</li><li>
Ability to handle sensitive and confidential matters with professionalism and discretion.</li><li>
The ability to work in a fast-paced environment.</li></ul><p><b>
Work Environment &amp; Physical Requirements:</b></p><ul><li>
This position operates in a professional office and clinic environment.</li><li>
Regularly required to sit, stand, walk, and use hands to operate a computer and other office equipment</li><li>
Must be able to remain in a stationary position for extended periods while performing administrative and computer-based tasks.</li><li>
Occasionally required to lift or move items weighing up to 5-10 pounds (such as files, office supplies, or small equipment).</li><li>
Must have adequate visual acuity, hearing, and manual dexterity to perform essential job functions.</li><li>
May occasionally move between clinic and administrative areas and be exposed to a typical clinical setting.</li><li>
Expected to follow all NeighborHealth and OSHA safety policies and procedures, including maintaining a safe and ergonomic work environment.</li></ul><p><i>
Salary starting at $125,840.00 per year, and up to $200,720.00 based on years of relevant experience.
</i></p><p><b><i>Other Duties:</i></b></p><p><b><i>
Please note, this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.</i></b></p><p><b>
EEO &amp; Accommodation Statement:</b></p><p>
NeighborHealth is an equal employment/affirmative action employer. We ensure equal employment opportunities for all, without regard to race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity and/or expression or any other non-job-related characteristic. If you need accommodation for any part of the application process because of a medical condition or disability, please send an e-mail to HRrecruit@NeighborHealth.com or call 617-568-4480 to let us know the nature of your request</p><p><b>
Federal Trade Commission Statement:</b><br>
According to the FTC, there has been a rise in employment offer scams. Our current job openings are listed on our website. We do not ask or require downloads of any applications, or &ldquo;apps.&rdquo; Job offers are not extended over text messages or social media platforms. We do not ask individuals to purchase equipment for or prior to employment.</p><p><b>
E-Verify Program Participation Statement:</b></p><p>
NeighborHealth participates in the Electronic Employment Verification Program, E-Verify. As an E-Verify employer, all prospective employees must complete a background check before beginning employment.</p></div>

Administrative Director, Behavior Health Services

The Brigham and Women's Hospital, Inc.

<div>Site: The Brigham and Women's Hospital, Inc.<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>
The Practice Manger for Infusion Services, in collaboration with nurse managers for these services, is responsible for the overall management and operations of the Ambulatory Infusion Center at Brigham and Women&rsquo;s Hospital&rsquo;s Main Campus in Boston, 850 Boylston in Chestnut Hill and Outpatient Infusion Center at Brigham and Women&rsquo;s Faulkner Hospital. Reporting to the Administrative Director of Procedural Services, the Practice Manager has direct oversight of administrative staff supporting these services such as front desk and scheduling staff. The individual will take direction from the Administrative Director, Nursing Director, and Medical Director while working closely with referring physicians, peers, and staff to create a positive culture and work environment while achieving service excellence for our patients.
<br>
<br>
Drawing upon a broad understanding of hospital practices and policies and displaying a high degree of initiative and independent judgement, the manager will continually and proactively assess and direct a wide range of programmatic issues directly related to daily operations.<br>
<br>
This role involves oversight and management of approximately 10 FTEs and associated roles. Collectively, would oversee day to day operations with the combined patient visit volume of 35,000 patient treatments annually with the expectation of growth.<br>
The responsibilities of this position are broad, including management of operations, patient throughout, quality and safety, performance improvement project development, long-range planning, personnel, finances, legal and regulatory issues, facilities and information systems for the specific set of procedural service(s).
<br>
<br>
Specific responsibilities as follows:<br>
<br>
<ul><li>Per the direction of administrative and clinical leadership, independently oversees all day-to-day practice operations for the services, escalating issues as appropriate.
</li><li>Responsible for overall coordination of support staff as it relates to physician support, registration, appointment scheduling, customer service, sensitivity to patients and/or family members, work schedules and coverage.</li><li>Plans, assigns and evaluates work of support staff. Develops systems/workflows for operational excellence and measures performance utilizing key performance indicators targeting improvements in patient experience, throughput/patient access, and expense control.</li><li>Responsible overall human resource management of support staff including hiring, orientation, training, development, corrective action and performance evaluations.</li><li>Facilitates a strong working relationship between support staff, referring physicians, nurses, medical assistants as well as other stakeholders. Regularly seeks to collaborate and build relationships.</li><li>Ensures staff proficiency in all hospital-based and approved systems.</li><li>Provides Administrative Support to Nurse Manager, Nursing Director and Administrative Director including UKG, scheduling and participating in interviews, coordinating meetings and calendar appointments, and ordering miscellaneous office supplies.</li><li>Determines, implements and evaluates all administrative and operational needs of the practice.</li><li>Works closely with the hospital billing staff to ensure time capture and submission of charges. Ensures completeness and accuracy of coding and submission.</li><li>Responsible for all appointment scheduling functions of Ambulatory Infusion Center, including patient appointments, cancellations, no-shows, and emergency add-ons.</li><li>Facilitates efficient patient flow through the practice and is accountable for any patient related issues or concerns.</li><li>In collaboration with the Administrative Director, helps maintain a state of regulatory compliance and readiness in all practices. Works alongside Administrative Director for monitoring and completion of regulatory requirements.</li><li>Assists providers with placing referrals into the center.</li><li>Demonstrates and mentors staff members to be patient centered within their interactions, customer service, general communication and emphasizing good organizational skill management.</li><li>Responsible for all unit orientations, training, and visitor management.</li><li>Proactively seeks opportunities for operational improvements and works with leadership to design and implement changes. Independently implements process improvement strategies while engaging staff members to enhance and improve efficiencies.</li><li>Effectively leads departmental meetings with direct reports and administrative staff, maintains minutes and documentation of ongoing education and competencies. Compiles agendas and maintains minutes for departmental meetings.</li><li>Acts as a resource regarding the enforcement and practices of departmental policies and procedures.</li><li>Responds to and advises on a variety of inquiries and applies knowledge of established operations.</li><li>Responds to and resolves immediate problems within the department. Reports on-going problems to the Administrative Director.</li><li>Represents the department at various meetings and hospital forums.</li><li>Continuously monitors the practice physical environment and identifies problems and seeks resolution. Maintains cleanliness and physical integrity.</li><li>Responsible for reviewing payroll of staff members.</li><li>Attends all required departmental and hospital meetings. Shares project progress with departmental leadership and team accordingly. Presents on behalf and for the promotion of Ambulatory Infusion Center and Outpatient Infusion Center.</li><li>Management and administrative duties handled with attention to detail and urgency, such as meeting and calendar management, multidisciplinary meeting preparation, and agenda distribution.</li><li>Responsible for materials inventory management oversight.</li><li>Advanced comprehension of billing and fiscal information.</li><li>Knowledgeable and compliant with all hospital, State and Federal requirements (where applicable to job performance), including policy and procedures with The Joint Commission, CMS and HIPAA.</li><li>All other duties, as assigned.</li></ul><p></p><div><div><div><div><div><div><div><p><b><br>
Qualifications</b></p></div></div></div></div></div></div></div>
Education Bachelor's Degree Related Field of Study required Can this role accept experience in lieu of a degree? Yes Licenses and Credentials Experience Supervisory experience 5-7 years required and Experience working in a healthcare environment 5-7 years required Knowledge, Skills and Abilities - Strong understanding of Microsoft Office, including Excel. - Strong communication and organizational skills. - Strong and proven leadership skills. - Ability to work with staff of all levels. - Excellent time management skills. - Strong analytical and math skills. - Knowledge of Accounting Principles, physician billing, and revenue cycle management. - Ability to adapt to multiple and rapidly changing priorities and deadlines.<p></p><div><div><div><div><div><div><div><p><b><br>
Additional Job Details (if applicable)</b></p></div></div></div></div></div></div></div><b>
Physical Requirements</b><ul><li>
Standing Occasionally (3-33%)
</li></ul><ul><li>Walking Occasionally (3-33%)
</li></ul><ul><li>Sitting Constantly (67-100%)
</li></ul><ul><li>Lifting Occasionally (3-33%) 20lbs - 35lbs
</li></ul><ul><li>Carrying Occasionally (3-33%) 20lbs - 35lbs
</li></ul><ul><li>Pushing Rarely (Less than 2%)
</li></ul><ul><li>Pulling Rarely (Less than 2%)
</li></ul><ul><li>Climbing Rarely (Less than 2%)
</li></ul><ul><li>Balancing Occasionally (3-33%)
</li></ul><ul><li>Stooping Occasionally (3-33%)
</li></ul><ul><li>Kneeling Rarely (Less than 2%)
</li></ul><ul><li>Crouching Rarely (Less than 2%)
</li></ul><ul><li>Crawling Rarely (Less than 2%)
</li></ul><ul><li>Reaching Occasionally (3-33%)
</li></ul><ul><li>Gross Manipulation (Handling) Constantly (67-100%)
</li></ul><ul><li>Fine Manipulation (Fingering) Frequently (34-66%)
</li></ul><ul><li>Feeling Constantly (67-100%)
</li></ul><ul><li>Foot Use Rarely (Less than 2%)
</li></ul><ul><li>Vision - Far Constantly (67-100%)
</li></ul><ul><li>Vision - Near Constantly (67-100%)
</li></ul><ul><li>Talking Constantly (67-100%)
</li></ul>Hearing Constantly (67-100%)<br>
<ul><li>
</li></ul><p></p><br>
<div><div><div><div><div><div><div><p><b>Remote Type</b></p></div></div></div></div></div></div></div>
Onsite<p></p><div><div><div><div><div><div><div><p><b><br>
Work Location</b></p></div></div></div></div></div></div></div>
15 Francis Street<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>
$65,998.40 - $96,033.60/Annual<p></p><p><b><br>
Grade</b></p>
7<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>
2200 The Brigham and Women's Hospital, 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>

Manager, Clinic/Practice

Boston Public Schools

<div><p><b>To be considered for this position, candidates must apply to the </b><b>Social Worker [Candidate Pool Posting] (SY25-26)</b><b> and be screened through the Central Office screening process.</b></p><p></p><p><br>
Boston Public Schools seeks an exceptional <b>Social Worker/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.</p><p></p><p><br>
Reports to: Program Director</p><p><br>
</p><p><b>Responsibilities</b></p><ul><li>
Manage and supervise the Planning Center.
</li><li>Plan and implement school support programs in collaboration with the Program Director.
</li><li>Act as a case manager for students.
</li><li>Counsel students individually and in small groups.
</li><li>Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts, and social service interventions.
</li><li>Assist in the admission and discharge of students.
</li><li>Communicate goals and activities of the student support program to students, staff, and the larger community.
</li><li>Coordinate the Student Support Team.
</li><li>Serve as a liaison between the school, student, parent, and external agencies.
</li><li>Make referrals to external agencies and appropriate programs for students in need of support services.
</li><li>Match students with appropriate services, monitor their progress, and coordinate follow-up services for each student.
</li><li>Performs other related duties as requested by the Program Director.</li></ul><p><br>
</p><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><br>
<p></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><b>
Education: </b>Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW) or Licensed Mental Health Counselor (LMHC) at the time of hire or if hired with a Master&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</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>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul><p></p><p><b><br>
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></p><p><b><br>
Terms: </b>BTU Group 1</p><p><br>
</p><p>Please refer to www.bostonpublicschools.org/ohr (under &quot;Employee Benefits and Policies&quot;) 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>

Social Worker/Coordinator, Gr. 7-12 (SY26-27)

<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><b><br>
To be considered for this position, candidates must apply to the Transformation </b><b>Social Worker [Candidate Pool Posting] (SY25-26) </b><b>and be screened through the Central Office screening process.</b></p><p></p><p><br>
Boston Public Schools seeks an exceptional <b>Social Worker/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>
Reports to: Program Director</p><p><br>
</p><p><b>Responsibilities</b></p><ul><li>
Manage and supervise the Planning Center.
</li><li>Plan and implement school support programs in collaboration with the Program Director.
</li><li>Act as a case manager for students.
</li><li>Counsel students individually and in small groups.
</li><li>Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts, and social service interventions.
</li><li>Assist in the admission and discharge of students.
</li><li>Communicate goals and activities of the student support program to students, staff, and the larger community.
</li><li>Coordinate the Student Support Team.
</li><li>Serve as a liaison between the school, student, parent, and external agencies.
</li><li>Make referrals to external agencies and appropriate programs for students in need of support services.
</li><li>Match students with appropriate services, monitor their progress, and coordinate follow-up services for each student.
</li><li>Performs other related duties as requested by the Program Director.</li></ul><p><br>
</p><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><br>
<p></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><b>
Education: </b>Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW) or Licensed Mental Health Counselor (LMHC) at the time of hire or if hired with a Master&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</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>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul><p></p><p><b><br>
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></p><p><b><br>
Terms:</b> BTU Group 1</p><p><br>
</p><p>Please refer to www.bostonpublicschools.org/ohr (under &quot;Employee Benefits and Policies&quot;) 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: Social Worker/Coordinator, Gr. 9-12 (SY26-27)

Social Worker/Coordinator, Gr. K-12 (SY26-27)

<div><p><b>To be considered for this position, candidates must apply to the </b><b>Social Worker [Candidate Pool Posting] (SY25-26)</b><b> and be screened through the Central Office screening process.</b></p><p></p><p><br>
Boston Public Schools seeks an exceptional <b>Social Worker/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.</p><p></p><p><br>
Reports to: Program Director</p><p><br>
</p><p><b>Responsibilities</b></p><ul><li>
Manage and supervise the Planning Center.
</li><li>Plan and implement school support programs in collaboration with the Program Director.
</li><li>Act as a case manager for students.
</li><li>Counsel students individually and in small groups.
</li><li>Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts, and social service interventions.
</li><li>Assist in the admission and discharge of students.
</li><li>Communicate goals and activities of the student support program to students, staff, and the larger community.
</li><li>Coordinate the Student Support Team.
</li><li>Serve as a liaison between the school, student, parent, and external agencies.
</li><li>Make referrals to external agencies and appropriate programs for students in need of support services.
</li><li>Match students with appropriate services, monitor their progress, and coordinate follow-up services for each student.
</li><li>Performs other related duties as requested by the Program Director.</li></ul><p><br>
</p><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><br>
<p></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><b>
Education: </b>Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW) or Licensed Mental Health Counselor (LMHC) at the time of hire or if hired with a Master&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</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>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul><p></p><p><b><br>
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></p><p><b><br>
Terms: </b>BTU Group 1</p><p><br>
</p><p>Please refer to www.bostonpublicschools.org/ohr (under &quot;Employee Benefits and Policies&quot;) 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>

Social Worker/Coordinator, Gr. K-6 (SY26-27)

Social Worker/Coordinator, Gr.7-12 (SY26-27)

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