administrative assistant ii bwh

board certified behavior analyst bcba

Appex Innovation

We have a job opportunity as a Guidewire Business Analyst (Policy/Billing/Claim) with our partner in Boston, MA (Hybrid).Role Overview As a Guidewire Business Analyst, you will be the vital link between our insurance business units and the technical delivery team. You will be responsible for eliciting requirements, defining business rules, and designing functional solutions within the Guidewire InsuranceSuite (PolicyCenter, BillingCenter, or ClaimCenter). Working in our Boston-based Agile lab, you will help modernize our core systems by translating complex underwriting, billing, or claims workflows into clear, actionable user stories for our developers.Key Responsibilities<ul><li>Requirement Elicitation: Conduct workshops with underwriters, adjusters, and finance leads to capture &quot;as-is&quot; and &quot;to-be&quot; business processes.</li><li>Functional Design: Map business requirements to out-of-the-box (OOTB) Guidewire capabilities, performing Gap Analysis to identify where custom configuration or integration is required.</li><li>User Story Stewardship: Author detailed User Stories and Acceptance Criteria in Jira, ensuring they meet the &quot;Definition of Ready&quot; for the sprint team.</li><li>UI/UX Collaboration: Work with developers to design Screen Configurator (PCF) mockups and ensure a seamless user journey using the Jutro Design System.</li><li>Product Backlog Management: Assist the Product Owner in prioritizing the backlog based on business value, regulatory deadlines, and technical dependencies.</li><li>UAT Leadership: Lead User Acceptance Testing (UAT) sessions, coordinate bug triaging, and ensure the final product meets the high standards of our Boston-based stakeholders.</li></ul>Technical &amp; Domain QualificationsRequired:<ul><li>8+ years as a Business Analyst, with at least 5 years specifically on the Guidewire platform.</li><li>Deep functional knowledge of at least one core module: PolicyCenter, BillingCenter, or ClaimCenter.</li><li>Proven experience with Guidewire Cloud (specifically the &quot;Resort&quot; releases: Niseko, Olos, etc.).</li><li>Strong understanding of P&amp;C Insurance concepts (e.g., Quoting, Bound, Endorsements, Subrogation, or Statutory Reporting).</li><li>Expertise in Agile/Scrum methodologies and tools like Jira and Confluence.</li></ul>Preferred:<ul><li>Guidewire Business Analyst Certification.</li><li>Experience with Inland Marine, Workers' Comp, or Commercial Auto lines of business.</li><li>Familiarity with Guidewire Digital Portals or Explore for data analytics.</li></ul>Soft Skills for the Boston Market<ul><li>Communication: Ability to facilitate high-stakes meetings with executive leadership in the Boston insurance hub.</li><li>Negotiation: Skilled at managing &quot;scope creep&quot; by steering stakeholders toward OOTB Guidewire features to reduce long-term maintenance costs.</li><li>Analytical Thinking: Capacity to visualize how a single change in PolicyCenter impacts downstream systems like BillingCenter or DataHub.</li></ul>Pay: $50.00 - $55.00 per hourWork Location: Hybrid remote in Boston, MA 02133

Guidewire Business Analyst

IBA Boston

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES<ul><li>Greet children and parent / guardians in a professional and enthusiastic manner each day.</li><li>Guide babies and toddlers through educational / development bilingual curriculum</li><li>Display a patient and calm personality coupled with a loving approach with every child</li><li>Contribute positively to the behavior and social interaction of the children</li><li>Conduct meetings with parents and build secure relationships with the children</li><li>Promote and foster each child's positive self-esteem and individual development to achieve their fullest potential of physical, social, emotional, and cognitive growth.</li><li>Maintain a happy sanitary and relaxed atmosphere by following daily procedures and routines.</li><li>Prepare and execute nap time routine creating a relaxing environment for the infants and toddlers.</li><li>Maintain written documentation of each child's daily activities to include but not limited to diapering, feeding and sleeping habits, and forward reports to parent / guardians.</li><li>Teach children appropriate curriculum including the alphabet, numbers, colors, shapes, handwashing, and potty training.</li><li>Develop and maintain a positive and confidential relationship with the parents of every child; provide thorough communication about the program and each child's progress.</li><li>Plan, implement program bilingual curriculum, assessment and instructional models that conform to proven best practices.</li><li>Assess the needs and development of individual children to ensure health, safety, education and social development of each child in the group; assess through observation, recordkeeping, progress reports and plans.</li><li>Provide daily experiences and activities that stimulate physical, social, emotional and cognitive growth and develop language and literacy skills using developmentally appropriate practices and curriculum based on each child's developmental progress and needs.</li><li>Promote positive self-esteem and attitude for learning.</li><li>Follow daily routines that help children keep themselves and others healthy and safe i.e. hand washing, toileting, brushing teeth and other classroom management techniques.</li><li>Schedules and conducts formal, individual parent-teacher conferences at least 3 times a year</li><li>Maintain progress reports</li><li>Work with the Program Director to obtain the needed services for families and children</li><li>Comply with and consistently follow the National Assoc for the Education of Young Children (NAEYC) and the Dept of Education Guidelines and Standards for Education and practice.</li><li>Use the Early Childhood Education Rating Scales (ECERS) for monitoring quality and evaluating programming.</li><li>Maintain and oversee all compliance regulatory data for operational and accreditation</li><li>Ensure all children in the program leave safely and child care area remains in order</li><li>Participate in IBA's annual events</li><li>Other duties as assigned</li></ul>GENERAL COMPETENCIES AND QUALIFICATION REQUIREMENTS<ul><li>Minimum Bachelor's degree in Education, Early Childhood Development or related field preferred</li><li>3 years of experience working in early childhood education</li><li>Certifications in hand or ability to obtain Teacher Certification from MA Dept of EEC</li><li>Bilingual Spanish / English preferred; excellent written and verbal communication skills</li><li>Knowledge of different curriculum approaches, Teaching Strategies Gold, preferred</li><li>Able to pass EEC Background Record Check</li><li>Certified in First Aid and CPR for children</li><li>Highly positive and enthusiastic style, capable of motivating children</li><li>Open to professional development</li><li>Computer literate</li><li>Motivated to learn and work in collaboration with others to achieve excellence</li><li>Ability to work under tight timelines; be flexible and customer service oriented.</li></ul>COMPENSATION AND BENEFITSIBA is proud to offer very competitive starting pay range of $45,000-$50,960 (annualized equivalent), commensurate with experience, and a robust benefit plan that includes an 80/20 premium cost share for comprehensive health, dental and vision insurance; a generous HRA provided by the company $9,450 or $18,900 based on single and family coverage) and other built in supports that significantly reduces or eliminates out of pocket medical expenses. We offer a 403b plan with annual employer contribution, generous paid time off.Job Type: Full-timePay: $25.00 - $35.00 per hourBenefits:<ul><li>Dental insurance</li><li>Employee discount</li><li>Flexible spending account</li><li>Health insurance</li><li>Life insurance</li><li>Paid time off</li><li>Vision insurance</li></ul>Language:<ul><li>English (Preferred)</li><li>Spanish (Preferred)</li></ul>License/Certification:<ul><li>EEC Certification If not, please do not continue (Required)</li></ul>Work Location: In person

Infant/Toddler Teacher

Boston Public Schools

<div>****This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts.**** 
To be considered for this position, candidates must apply to the Transformation Social Worker [Candidate Pool Posting] (SY25-26) and be screened through the Central Office screening process. 
Boston Public Schools seeks an exceptional Social Worker/Coordinator 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. 
Reports to: Program Director 
Responsibilities<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> 
Core Competencies: 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. 
<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)<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>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)<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>
(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)<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>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)<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>
 (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)<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>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<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> 
Qualifications Required:<ul><li>
Education: 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> 
Qualification-Preferred<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> 
Terms: BTU Group 1 
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. 
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. 
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.</div>

Turnaround: Social Worker/Coordinator, Gr. 9-12 (SY26-27)

<div>To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY25-26) and be screened through the Central Office screening process. 
Boston Public Schools seeks an exceptional Social Worker/Coordinator 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. 
Reports to: Program Director 
Responsibilities<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> 
Core Competencies: 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. 
<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)<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>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)<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>
(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)<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>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)<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>
 (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)<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>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<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> 
Qualifications Required<ul><li>
Education: 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> 
Qualification-Preferred<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> 
Terms: BTU Group 1 
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. 
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. 
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.</div>

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

<div>Boston Public Schools seeks an exceptional Clinical Coordinator 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. 
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. 
Reports to: Principal/Head of School 
Responsibilities<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>
Core Competencies: 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.<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)<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>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)<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>
(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)<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>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<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>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)<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>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<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> 
Qualifications Required<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>
Qualification-Preferred<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>
Terms: BTU, Group I, Plus 10% for the 11th month 
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 
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. 
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.</div>

Clinical Coordinator (SY26-27)

Clinical Coordinator (SY25-26)

Santander Consumer Bank

<div>It Starts Here:
Santander is a global leader and innovator in the financial services industry and is evolving from a high-impact brand into a technology-driven organization. Our people are at the heart of this journey and together, we are driving a customer-centric transformation that values bold thinking, innovation, and the courage to challenge what&rsquo;s possible. This is more than a strategic shift. It&rsquo;s a chance for driven professionals to grow, learn, and make a real difference.
If you are interested in exploring the possibilities We Want to Talk to You!
The Difference You Make
The Sr. Analyst, Treasury supports day-to-day operations in Capital Planning and provides senior analysis in support of operations.
The team manages Risk Weighted Asset (RWA) and capital generation forecasting under US GAAP and IFRS, including monthly, quarterly, and year-end forecasts communicated regularly to the CFO and CEO. The role works closely with business finance partners to support the 3-year plan and budget for capital generation and RWA.
Position Summary
This role supports US GAAP and IFRS capital and RWA forecasting, monitors and forecasts key ratios, and investigates drivers of changes in capital using databases/SQL and large datasets. Strong MS Excel and SQL skills are required; Power BI is a plus.<ul><li>
Execute day-to-day operations in Management Processes</li><li>
Validate accuracy of internal financial and operational reporting</li><li>
Perform variance, reconciliation, and forecasting analysis of key financial data</li><li>
Monitor key ratios</li><li>
Ensure adherence to established standards and risk limits</li><li>
Execute and report on SOX controls to support a strong internal control environment</li><li>
Perform required accounting entries and reporting</li><li>
Ensure treasury policies, practices, and procedures are followed</li><li>
Communicate effectively with internal stakeholders</li></ul> 
What You Bring: 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 
Education:
Bachelor's Degree: Finance, Economics, Business or equivalent field. - Required.
Professional Experience:
3+ Years Financial planning, analysis or related experience - Required 
3+ Years Experience in Capital Management
Language:
English &ndash; Required
Hard Skills:<ul><li>
Excellent analytical skills</li><li>
Excellent organizational skills</li><li>
Strong project management skills</li><li>
Detail oriented with ability to research, organize and analyze financial data</li><li>
Advanced in MS Word, MS Excel, SQL, Power BI, MS Outlook, and working with large sets of data</li></ul>
Soft Skills:<ul><li>
Ability to work well within a team</li><li>
Ability to prioritize tasks and handle numerous assignments simultaneously</li><li>
Ability to convey a sense of urgency and drive</li><li>
Strong verbal and written communication skills in interacting with internal stakeholders</li><li>
Strong interpersonal skills</li><li>
Customer service skills</li></ul> 
Certifications:<ul><li>
CTP : (Certified Treasury Professional) - Preferred.</li></ul> 
It Would Be Nice For You To Have:<ul><li>
Established work history or equivalent demonstrated through a combination of work experience, training, military service, or education.</li><li>
Experience in Microsoft Office products.</li></ul>
What Else You Need To Know:
The base pay range for this position is posted below and represents the annualized salary range. For hourly positions (non-exempt), the annual range is based on a 40-hour work week. The exact compensation may vary based on skills, experience, training, licensure and certifications and location.
Base Pay Range:
Minimum:
$61,875.00 USD<div><div><div><div><div><div><div>
Maximum:</div></div></div></div></div></div></div>
$100,000.00 USD 
We Value Your Impact:
Your contribution matters and it&rsquo;s recognized. You can expect a fair and competitive rewards package that reflects the impact you create and the value you deliver. We know rewards go beyond numbers. Offering more than just a paycheck our benefits are designed to support you, your family and your well-being, now and into the future. Santander Benefits - 2026 Santander OnGoing/NH eGuide (foleon.com)
Risk Culture:
We embrace a strong risk culture and all of our professionals at all levels are expected to take a proactive and responsible approach toward risk management. 
EEO Statement:
At Santander, we value and respect differences in our workforce. We actively encourage everyone to apply. Santander is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, genetics, disability, age, veteran status or any other characteristic protected by law. 
 
Working Conditions:
Frequent minimal physical effort such as sitting, standing and walking is required for this role. Depending on location, occasional moving and lifting light equipment and/or furniture may be required. 
 
Employer Rights:
This job description does not list all of the job duties of the job. You may be asked by your supervisors or managers to perform other duties. You may be evaluated in part based upon your performance of the tasks listed in this job description. The employer has the right to revise this job description at any time. This job description is not a contract for employment and either you or the employer may terminate your employment at any time for any reason.
What To Do Next:
If this sounds like a role you are interested in, then please apply.
We are committed to providing an inclusive and accessible application process for all candidates. If you require any assistance or accommodation due to a disability or any other reason, please contact us at TAOps@santander.us to discuss your needs.</div>

Capital Management, Treasury – Senior Analyst

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