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clinical coordinator sy25 26

Boston Public Schools

<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)

<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)

<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-12 (SY26-27)

Commonwealth of Massachusetts

<div></div><div><div><div><p><b>Position Summary</b></p><p>
MassDOT interns have the chance to work with some of the most highly respected engineers and specialists in the state. Duties include going on site visits, working on exciting and significant projects, and delivering quality work that has a positive and lasting influence on transportation in the Commonwealth. The internship also provides an opportunity to network with professionals across the state.</p><p>
The Engineering Internship Program typically runs 12 weeks from June through the end of August. Students must commit to a full‐time schedule for the internship period.</p><p><b>
Duties and Responsibilities</b></p><p>
Engineering interns will be assigned throughout the Aeronautics Division and may assist MassDOT engineers in the following areas:</p><ul><li>
Preparing and reviewing plans, designs, specifications, and cost estimates for airport construction and/or maintenance projects.</li><li>
Reviewing engineering pavement designs, design reports, and geotechnical reports for airport projects.</li><li>
Reviewing environmental reports and planning studies related to airport projects</li><li>
Conducting airspace reviews in accordance with Chapter 90 requirements.</li><li>
Reviewing Federal Aviation Administration (FAA) advisory circulars and applying standards to engineering projects.</li><li>
Performing calculations related to airfield geometry, aircraft navigational aid siting, and airport runway/taxiway lighting.</li><li>
Analyzing change orders and supplemental agreements for design and construction projects.</li><li>
Conducting field investigations in order to gather information needed to resolve construction, maintenance, environmental, or traffic problems.</li><li>
Reviewing construction estimates and payment requisitions.</li><li>
Reviewing payment vouchers for correctness for engineering and construction projects.</li><li>
Inputting data into the Aeronautics Division project management portal.</li><li>
Inspecting construction operations, such as drainage, excavation, paving, lighting, signage, and pavement markings to ensure work is being performed according to project specifications.</li><li>
Review engineering scopes of work and preform independent fee analysis.</li><li>
Assisting in reviewing environmental compliance and permitting; including stormwater, wetlands, and wildlife.</li><li>
Reviewing grant application and preparing submissions for grant funding assistance.</li><li>
Assisting with engineering related drone flights and acting as a visual observer.</li><li>
Preparing and analyzing data from drone flights to determine pavement condition index for airfield pavements and obstruction analysis for runway approaches.</li></ul><p><b>
Preferred Qualifications</b></p><ul><li>
Familiarity with AutoCAD and ArcGIS</li><li>
Proficient with Microsoft Office with strong Excel skills.</li><li>
Excellent verbal and analytical skills.</li><li>
Interest in aviation and airports.</li></ul></div><div><p><b>
About MassDOT</b></p><p>
The 4,000+ employees of Massachusetts Department of Transportation (MassDOT) takes great pride in connecting the Commonwealth&rsquo;s residents and communities. MassDOT is responsible for developing, implementing, and coordinating transportation policies and projects for the Commonwealth of Massachusetts and to efficiently plan, design, construct, and maintain a safe statewide transportation system which effectively meets the transportation needs of the Commonwealth. Information about MassDOT&rsquo;s culture and career opportunities can be found at mass.gov/massdot-careers.</p><p>
MassDOT&rsquo;s divisions include: Highway, Registry of Motor Vehicles, Aeronautics, and Rail &amp; Transit. Headquarters (Planning &amp; Enterprise Services) provides business and administrative support and policy leadership for each of the four (4) divisions.</p></div><p></p><div><br>
</div></div><div><b>
Qualifications</b><div></div><p><br>
This requisition will remain open until filled; however, first consideration will be given to those applicants that apply within the first 14 days.</p>
<p>
Current MassDOT employees should use their internal MassCareers account to apply.</p>
<p>
All job applications must be submitted online through MassCareers to be considered.</p>
<p>
Please provide a complete, accurate and current resume / application for MassDOT to review in order to determine if your submitted materials meet the minimum entrance requirements for the position.</p>
<ul>
<li>For questions regarding the job posting, please email the MassDOT Talent Acquisition Team at talentacquisition@dot.state.ma.us.</li>
<li>For general questions regarding MassDOT, call the Human Resources Service Center at 857-368-4722.</li>
<li>For a disability‐related reasonable accommodation or alternative application method, call ADA Coordinator, Lucy Bayard, at 857-274-1935.</li>
</ul>
<p><b>An Equal Opportunity/Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply.</b></p>
<p><b>
The Commonwealth is an Equal Opportunity Employer and does not discriminate on the basis of race, religion, color, sex, gender identity or expression, sexual orientation, age, disability, national origin, veteran status, or any other basis covered by appropriate law. Research suggests that qualified women, Black, Indigenous, and Persons of Color (BIPOC) may self-select out of opportunities if they don't meet 100% of the job requirements. We encourage individuals who believe they have the skills necessary to thrive to apply for this role.</b></p><p></p><div><br>
</div></div><div><b>
Official Title</b><b>:</b> Contracted Student Interns</div><div><b>
Primary Location</b><b>:</b> United States-Massachusetts-Boston - One Harborside Dr</div><div><b>
Job</b><b>:</b> Planning</div><div><b>
Agency</b><b>:</b> Massachusetts Department of Transportation</div><div><b>
Schedule</b><b>:</b> Full-time</div><div><b>
Shift</b><b>:</b> Day</div><div><b>
Job Posting</b><b>:</b> Mar 3, 2026, 9:23:26 AM</div><div><b>
Number of Openings</b><b>:</b> 1</div><div><b>
Salary</b><b>:</b> 21.00 - 21.00 Yearly</div><div><b>
If you have Diversity, Affirmative Action or Equal Employment Opportunity questions or need a Reasonable Accommodation, please contact Diversity Officer / ADA Coordinator</b><b>:</b> Derrick Mann - 8573688596</div><div><b>
Bargaining Unit</b><b>:</b> Non</div><div><b>
Confidential</b><b>:</b> No</div><div><b>
Potentially Eligible for a Hybrid Work Schedule</b><b>:</b> Yes</div></div>

Aeronautics Engineering Internship Summer 2026

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><br>
<p></p>
The Translational Clinical Research Associate/Clinical Research Coordinator works under general supervision to consent and enroll eligible patients to clinical translational research protocols and manage all aspects of data collection and requests. In particular, the CRA/CRC I will work on specimen collection studies. The Translational CRC/CRA will work closely with multiple providers to support their translational research projects. The CRA/CRC I will be trained on the institutional and federal regulations governing clinical research. The position involves a combination of data abstraction and entry, regulatory management, and patient coordination. The position involves direct patient contact. This is an on-site/hybrid position. Duties will be performed primarily on-site in ambulatory/clinical office setting. Components of the data/regulatory role may allow for remote work.<br>
<br>
All duties will be performed under general supervision by the Clinical Research Manager.
<br>
<br>
The following clinical duties will be performed:
<br>
<br>
<ul><li>Interfacing in a professional manner with a diverse team of physicians, clinical research assistants, research nurses, pathologists and patients
</li><li>Coordinating the collection and processing of tissue samples and blood samples from patients
</li><li>Consent patients to translational research studies (minimal risk specimen collection studies)</li><li>Explain study protocol to patients and obtain informed consent</li><li>Screen and follow patients relevant to specific projects/studies
</li><li>Assist clinical team in screening potential patients for study participation</li><li>Schedule all protocol required tests and procedures
</li><li>Consent patients to specimen collection protocols</li><li>Coordinate patient appointments with physicians, nurses, and all test areas</li><li>Coordinate and schedule clinical safety laboratory specimen draws and ensure timely results are available to providers</li><li>Prepare pre-visit communication for providers to ensure required assessments are completed and documented</li><li>Maintain point of contact communication with enrolled patients and assist with front line questions regarding study participation</li><li>Develop protocol specific flow charts, intake sheets, and other tools to ensure protocol compliance and proper data acquisition</li><li>Coordinate, obtain, process, and ship protocol required blood and tissue samples
</li><li>Ensure collection and processing (e.g. spin/separate/freeze) of all required correlative research blood samples with the coordination of the MGH Sample Processing Lab (SPL)</li></ul><br>
<br>
<br>
The following data management responsibilities will be performed:<br>
<br>
<ul><li>Collecting detailed clinical and treatment information on patients who are undergoing genetic testing, receiving treatments for cancer, or are enrolled in a research study</li><li>Maintaining an updated and organized database of patients
</li><li>Verify adequate documentation of consent, required screening tests and procedures, and eligibility criteria to ensure patients meet all inclusion/exclusion criteria
</li><li>Enroll patients as required by the study sponsor and internal enrollment monitor team
</li><li>Follow patients for the duration of study participation via electronic medical record review to ensure protocol compliance
</li><li>Complete data entry as required for individual study protocols ensuring compliance with institutional and regulatory requirements.
</li><li>Maintain research charts and/or electronic files for all enrolled patients</li><li>Ensure adequate source documentation is in place for all data reported
</li><li>Resolve data queries issued by the sponsor</li><li>Obtain protocol clarifications from the study sponsor and communicate information to the research team
</li><li>Facilitate the request and shipment of samples
</li><li>Maintain ongoing communication with clinical team regarding study patients and progress for multiple studies</li><li>Assist in abstracts, presentations, and manuscripts</li></ul><br>
The following regulatory duties may be performed:
<br>
<br>
<ul><li>Assist with new study submission</li><li>Assist with updates and/or changes to current studies</li><li>Maintain and organize study specific regulatory binders</li><li>Prepare and submit protocol amendments, continuing reviews, and safety reports to the IRB</li><li>Revise informed consent documents to include new risk information and/or updated protocol requirements through the course of the study</li><li>Manage adverse event and deviation/violation/exception documentation for all enrolled patients and report to the sponsor and IRB as required</li><li>Maintain source documentation of correspondence with the IRB, investigators, and sponsors throughout the clinical trial process</li><li>Collect, complete, and submit essential regulatory documents to various regulatory entities</li><li>Ensure appropriate documentation of delegation and training for all study staff members</li><li>Maintain screening and enrollment documentation</li><li>Prepare monthly enrollment and data summary for study team</li></ul><p></p><p><b><br>
Job Summary</b></p>
Summary<br>
Works independently under general supervision to enroll eligible patients to clinical research protocols and manage all aspects of data collection and submission for multiple cancer studies. Will be the liaison between the clinical team, sponsor, and Institutional Review Board (IRB) to ensure appropriate communication and reporting.<br>
<br>
Does this position require Patient Care?<br>
No<br>
<br>
Essential Functions<br>
<ul><li>Coordinate patient appointments with physicians, nurses, and all test areas.
</li></ul><br>
<ul><li>Develop protocol specific flow charts, intake sheets, and other tools to ensure protocol compliance and proper data acquisition.
</li></ul><br>
<ul><li>Verify adequate documentation of consent, required screening tests and procedures, and eligibility criteria to ensure patients meet all criteria.
</li></ul><br>
<ul><li>Enroll patients as required by the study sponsor and internal enrollment monitor team.
</li></ul><br>
<ul><li>Follow patients for the duration of study participation via electronic medical record review to ensure protocol compliance.
</li></ul><br>
<ul><li>Complete data entry as required for individual study protocols ensuring compliance with institutional and regulatory requirements.
</li></ul><br>
<ul><li>Monitor and report adverse events and deviations as required by the sponsor, institution, and federal regulations.
</li></ul><br>
<ul><li>Revise informed consent documents to include new risk information and/or updated protocol requirements through the course of the study.
</li></ul><br>
<ul><li>Collect, complete, and submit essential regulatory documents to various regulatory entities.</li></ul><p><br>
</p><div><div><div><div><div><div><div><p><b>Qualifications</b></p></div></div></div></div></div></div></div><div>
Education<br>
Bachelor's Degree Related Field of Study required<br>
<br>
Can this role accept experience in lieu of a degree?<br>
No<br>
<br>
Licenses and Credentials<br>
<br>
Experience<br>
Clinical Research or compliance experience 1-2 years preferred<br>
<br>
Knowledge, Skills and Abilities<br>
<ul><li>Ability to work independently and as a team member.</li><li>Analytical skills and ability to resolve problems.</li><li>Ability to interpret acceptability of data results.</li><li>Careful attention to detail.</li><li>Good organizational and communication skills.</li><li>Working knowledge of clinical research protocols.</li></ul></div><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><p><b>
Physical Requirements</b></p><ul><li>
Standing Frequently (34-66%)</li><li>
Walking Frequently (34-66%)</li><li>
Sitting Occasionally (3-33%)</li><li>
Lifting Frequently (34-66%) 35lbs+ (w/assisted device)</li><li>
Carrying Frequently (34-66%) 20lbs - 35lbs</li><li>
Pushing Occasionally (3-33%)</li><li>
Pulling Occasionally (3-33%)</li><li>
Climbing Rarely (Less than 2%)</li><li>
Balancing Frequently (34-66%)</li><li>
Stooping Occasionally (3-33%)</li><li>
Kneeling Occasionally (3-33%)</li><li>
Crouching Occasionally (3-33%)</li><li>
Crawling Rarely (Less than 2%)</li><li>
Reaching Frequently (34-66%)</li><li>
Gross Manipulation (Handling) Frequently (34-66%)</li><li>
Fine Manipulation (Fingering) Frequently (34-66%)</li><li>
Feeling Constantly (67-100%)</li><li>
Foot Use Rarely (Less than 2%)</li><li>
Vision - Far Constantly (67-100%)</li><li>
Vision - Near Constantly (67-100%)</li><li>
Talking Constantly (67-100%)</li><li>
Hearing Constantly (67-100%)</li></ul><p></p><div><div><div><div><div><div><div><p><b><br>
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>
55 Fruit 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>
$20.16 - $29.01/Hourly<p></p><p><b><br>
Grade</b></p>
5<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>
1200 The General Hospital Corporation 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 Research Associate/Clinical Research Coordinator I

Innova Medical Products

<p><b>About InnovaMed Products</b></p><p>InnovaMed Products is a growing medical device company dedicated to advancing orthopedic, extremity and sports medicine solutions that improve patient outcomes. We partner with healthcare providers across New England to deliver innovative products and exceptional clinical support.</p><p><b>Position Overview</b></p><p>We are seeking a driven and clinically knowledgeable Clinical Sales Specialist to join our Boston-area team. In this role you will build relationships with orthopedic surgeons, support staff, athletic trainers, and physical therapists, delivering product education and driving revenue growth across your assigned territory.</p><p><b>Key Responsibilities</b></p><ul><li>Develop and maintain relationships with orthopedic and sports medicine healthcare providers throughout the Greater Boston area</li><li>Conduct product demonstrations, in-service trainings, and clinical education sessions in physician offices, clinics, and surgical settings</li><li>Clinicall fit and administer bracing, bone growth stimulators and rehab products.</li><li>Achieve and exceed monthly and quarterly sales targets through disciplined territory management</li><li>Provide exceptional clinical and technical support to customers, including operating room and clinic-side assistance where applicable</li><li>Track all sales activities, pipeline, and account information using CRM software</li><li>Partner with clinical and marketing teams to communicate product feedback and market insights</li><li>Attend regional trade shows, conferences, and company training events as required</li></ul><p><b>Qualifications</b></p><p><b>Required</b></p><ul><li>Bachelor&rsquo;s degree in Athletic Training, Kinesiology, Exercise Science, Sports Medicine, or a related field</li><li>Certified Athletic Trainer (ATC), Physical Therapist (PT), or equivalent clinical background strongly preferred</li><li>1&ndash;3 years of experience in athletic training, physical therapy, clinical support, or medical device/healthcare sales</li><li>Demonstrated understanding of orthopedic anatomy, musculoskeletal injury management, and sports medicine principles</li><li>Strong interpersonal and communication skills; comfortable presenting to clinical audiences</li><li>Self-motivated with a hunter mentality and the drive to build a territory from the ground up</li><li>Valid driver&rsquo;s license and reliable transportation required; ability to travel within assigned territory daily</li></ul><p><b>Preferred</b></p><ul><li>Prior medical device, pharmaceutical, or clinical product sales experience</li><li>Established relationships within the Boston-area orthopedic or sports medicine community</li><li>Experience with Salesforce or similar CRM platforms</li></ul><p><b>Compensation &amp; Benefits</b></p><ul><li>Base salary: $52,000 per year</li><li>Performance bonus: on-target earnings of $75,000+ in Year 1</li><li>Car allowance and mileage reimbursement</li><li>Comprehensive health, dental, and vision insurance</li><li>401(k) retirement plan</li><li>Paid time off and company holidays</li><li>Ongoing product and sales training and professional development</li></ul><p><b>Work Environment</b></p><p>This is a full-time, field-based position covering the Greater Boston metropolitan area. Candidates must be comfortable working in clinical and surgical environments and managing a dynamic daily schedule. Regular travel within the territory is required.</p><p><b>How to Apply</b></p><p>Submit your resume and a brief cover letter describing your clinical background and why you are excited about a career in medical device sales to: mpeck@innovamedproducts.com</p><p>Subject line: Clinical Sales Specialist &ndash; Boston</p><p>InnovaMed Products is an Equal Opportunity Employer</p><p>Pay: $62,433.56 - $75,188.80 per year</p><p>Benefits:</p><ul><li>401(k)</li><li>Dental insurance</li><li>Flexible schedule</li><li>Flexible spending account</li><li>Health insurance</li><li>Paid time off</li><li>Vision insurance</li></ul><p>Work Location: Hybrid remote in Boston, MA 02133</p>

Clinical Sales Specialist

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