administrative/staffing coordinator (24 hrs. rotating days/eves/nights and weekends/holidays

administrative/staffing coordinator - 24 hours - rotating shifts: work 12 hrs. shifts on days/eves/nights/weekends/holidays

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administrative/staffing coordinator (24 hrs. rotating days/eves/nights and weekends/holidays Jobs in Boston

administrative/staffing coordinator - 24 hours - rotating shifts: work 12 hrs. shifts on days/eves/nights/weekends/holidays Jobs in Boston

clinical program coordinator

Boston Public Schools

<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>
Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.</li><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field</li><li>
Minimum of three (3) years of professional experience working with at-risk youth
</li><li>Ability to meet the BPS Standards of Effective Practice as outlined above</li><li>
Strong interpersonal skills to work with schools, students, parents, and community-based agencies
</li><li>Clinical therapy working with adolescents</li><li>
Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parents</li><li>
Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-image</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul>
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 [0.5 EI Clinician /0.5 EI Strand Specialist], Gr. 7-12 (SY26-27)

<div>****This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts.**** 
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 professionals. The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans. 
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 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 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 related field</li><li>
Minimum of three years professional experience working with at-risk youth
</li><li>Ability to meet the BPS Standards of Effective Practice as outlined above</li><li>
Strong interpersonal skills to work with school, students, parents and community based agencies
</li><li>Clinical therapy working with adolescents</li><li>
Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators and parents</li><li>
Ability to establish multi-cultural atmosphere which enhances individual growth and promotes a positive self-image</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul> 
Qualification-Preferred<ul><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li></ul> 
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>

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

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

Dana-Farber Cancer Institute

<div><div><div><div>Job Ref:</div><div>
JR-1852</div></div> 
<div><div>Location:</div><div>
450 Brookline Ave, BOSTON, MA 02215</div> 
</div>
<div><div>Category:</div><div>
Clinical Research</div></div> 
<div><div>Employment Type:</div><div>
Full time</div></div> 
<div><div>Work Location:</div><div>
Onsite: 100% onsite</div></div> 
<div></div><div><div>Salary/Pay Rate:</div><div>
$48,100.00 - $54,400.00 per year</div>
</div></div>Overview
<div><div>The CRC (Clinical Research Coordinators) work within the clinical research program and support the research team in the overall conduct of clinical trials using Good Clinical Practice under the auspices of the Principal Investigator and the Clinical Research Manager. The CRC will be responsible for the primary data collection and management of patient clinical information as it pertains to participation in clinical trials. Ensures timely facilitation of trial assessments per protocol and collection of protocol related samples including shipment to outside entities as required. Will support and maintain participant/subject trial binders and may maintain regulatory binders, to ensure study compliance with all state, federal, and IRB requirements. This individual may also screen patients for protocol eligibility, obtain informed consent for non-treatment trials, and register study participants with the clinical trials management system, ONCORE. Some travel may be required.
Located in Boston and the surrounding communities, Dana-Farber Cancer Institute is a leader in life changing breakthroughs in cancer research and patient care. We are united in our mission of conquering cancer, HIV/AIDS, and related diseases. We strive to create an inclusive, diverse, and equitable environment where we provide compassionate and comprehensive care to patients of all backgrounds, and design programs to promote public health particularly among high-risk and underserved populations. We conduct groundbreaking research that advances treatment, we educate tomorrow's physician/researchers, and we work with amazing partners, including other Harvard Medical School-affiliated hospitals.<ul><li> 
The applicant would be a member of Dr. Keith Ligon&rsquo;s Lab and the Center for Neuro-oncology at Dana Farber Cancer Center.</li><li>
They will coordinate pathology review, sequencing, and biomarker research done in the Brain Tumor Program at Dana Farber Cancer Institute.</li><li>
Responsible for data reporting and management, collection of source documents, use and development of case report forms, adverse events reporting, filing, and archiving of study records, and resolution of data queries.</li><li>
May prepare and or complete regulatory related reports and IRB submissions. Maintain and organize study participant/subject trial binder and regulatory binders, enter all required study data on an ongoing basis and as applicable.</li><li>
Ensure all study related samples are collected, properly prepared, and shipped according to the protocol requirements and IATA/DOT regulations.</li><li>
Collaborate with other departments such as Protocol Scheduling, Materials Management, the Clinical Research Laboratory, Pharmacy, Research Nursing, and other departments, as needed per the requirements of the clinical trial.</li><li>
Responsible for organizing and preparing for both internal and external auditing and study monitoring visits.</li><li>
Coordination and management of clinical trials throughout the trial life cycle, including communication with sponsors and regulatory authorities.</li><li>
May participate in close-out of clinical trials, including contributing to research articles, audit preparation, and communication with regulatory agencies and other disciplines involved.</li><li>
Interact with study participants as directed/required by the protocol and/or study team.</li><li>
May be responsible for tissue sample collection per trial requirements.</li><li>
Responsible for data entry of Subject Visit Tracking information into Clinical Trial Management System contemporaneously with medical visits, assessments, and other subject-specific information.</li><li>
Responsible for data entry of time and effort spent on study-specific activities and other administrative tasks into Clinical Trial Management System contemporaneously with work completed.</li><li>
Responsible for data entry of study-specific activity, including but not limited to monitor visits, external site enrollment, amendments, receipt of Safety Reports, etc. into Clinical Trial Management System contemporaneously with activity completed.</li></ul>
KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED:<ul><li>
Excellent organization and communications skills required.</li><li>
Strong interpersonal skills &ndash; ability to effectively interact with all levels of staff and externals contacts.</li><li>
Must be detail oriented and have the ability to follow-through.</li><li>
Ability to effectively manage time and prioritize workload.
</li><li>Must practice discretion and adhere to hospital confidentiality guidelines at all times.</li><li>
Must have computer skills including the use of Microsoft Office.</li></ul>
MINIMUM JOB QUALIFICATIONS:
<ul><li>Bachelor&rsquo;s Degree or 1 year of Dana-Farber Associate Clinical Research Coordinator experience required. 0-1 years of experience working in a medical or scientific research setting or comparable technology orientated business environment preferred.
</li></ul>SUPERVISORY RESPONSIBILITIES: None
PATIENT CONTACT: Will have patient contact
All positions: May have contact with Adult and Pediatric patients of all ages and populations. May distribute protocol schedules, quality of life surveys or other study-related questionnaires, subject diaries, and/or conduct follow-up communication with patients
At Dana-Farber Cancer Institute, we work every day to create an innovative, caring, and inclusive environment where every patient, family, and staff member feels they belong. As relentless as we are in our mission to reduce the burden of cancer for all, we are committed to having faculty and staff who offer multifaceted experiences. Cancer knows no boundaries and when it comes to hiring the most dedicated and compassionate professionals, neither do we. If working in this kind of organization inspires you, we encourage you to .
Dana-Farber Cancer Institute is an equal opportunity employer and affirms the right of every qualified applicant to receive consideration for employment without regard to race, color, religion, sex, gender identity or expression, national origin, sexual orientation, genetic information, disability, age, ancestry, military service, protected veteran status, or other characteristics protected by law.
<h3 class="jobSectionHeader">EEO Poster</h3>
.
Pay Transparency Statement
The hiring range is based on market pay structures, with individual salaries determined by factors such as business needs, market conditions, internal equity, and based on the candidate&rsquo;s relevant experience, skills and qualifications.
For union positions, the pay range is determined by the Collective Bargaining Agreement (CBA).
$48,100.00 - $54,400.00</div></div></div>

Clinical Research Coordinator - Pediatric Oncology

Beth Israel Lahey Health

Boston, MA &bull; Beth Israel Deaconess Medical Center &bull; Full-time &bull; Day
 <div>When you join the growing BILH team, you're not just taking a job, you&rsquo;re making a difference in people&rsquo;s lives.

This position will support the operations and conduct of clinical research studies at BIDMC as part of the BIDMC Clinical Research Coordinator Core. Projects supported cross therapeutic areas and research study types. The coordinator will be responsible for screening research subjects for participation in clinical research projects, enrolling research subjects onto these studies, monitoring protocol implementation, completing required forms and reporting results. Works closely with other clinical research staff.

Job Description:

Primary Responsibilities:

1. Independently or in conjunction with other clinical research staff and/or research nurse, recruits and enrolls research subjects onto clinical research projects according to study protocols. May assess research subjects' eligibility for inclusion in a particular protocol based on contracts with physicians and nurses and knowledge of the protocol. (essential)

2. Checks all eligibility and ineligibility criteria with the research subjects' medical record. Verifies information with clinical research nurse and/or principal investigator. (essential)

3. Discusses informed consent with research subjects. Interacts with research subjects prior to entering the study and throughout the entire treatment. Assists with scheduling appointments and follow up tests. (essential)

4. Learns protocol and monitors strict adherence to protocols by physicians, nurses and research subjects. Reviews protocol requirements with physicians, nurses and fellows. Identifies any problems with protocol compliance and notifies principal investigator and/or research nurse. Begins to learn how to independently resolve problems with protocol. (essential)

5. Extracts data on protocol subjects from hospital records, outpatient charts and private physician office records in order to complete case report forms required by specific protocols. Enters data into computerized system. (essential)

6. Assists clinic staff in obtaining insurance approval for subject protocol participation and scheduling tests and arranging admissions or outpatient visits for subjects. (essential)

7. Assists investigator with correspondence with IRB. (essential)

Required Qualifications:
<ul>
<li>Bachelor's degree required.
</li>
<li>0-1 year of related work experience required.
</li>
<li>Medical terminology.
</li>
<li>Working knowledge of computer systems required, including web-based applications and some Microsoft Office applications, which may include Outlook, Word, Excel, PowerPoint or Access.
</li>
</ul>Competencies:

Decision Making: Ability to make decisions that are based on specific instructions, standard practices and established procedures which generally require little or no supervision.

Problem Solving: Ability to address problems that are routine, somewhat repetitive and generally solved by following clear directions and procedures and by identifying opportunities for process improvements.

Independence of Action: Ability to follow general instructions and procedures as provided. Work is monitored by supervisor/manager.

Written Communications: Ability to communicate clearly and effectively in written English with internal and external customers.

Oral Communications: Ability to comprehend and converse in English to communicate effectively with medical center staff, patients, families and external customers.

Knowledge: Ability to demonstrate full working knowledge of standard concepts, practices, procedures and policies with the ability to use them in varied situations.

Teamwork: Ability to work collaboratively in small teams to improve the operations of immediate work group by offering ideas, identifying issues, and respecting team members.

Customer Service: Ability to provide a high level of customer service to patients, visitors, staff and external customers in a professional, service-oriented, respectful manner using skills in active listening and problem solving. Ability to remain calm in stressful situations.

Physical Requirements: 
Light work: Exerting up to 20 pounds of force frequently to move objects. Some elements of the job are sedentary, but the employee will be required to stand for periods of time or move throughout the hospital campus. 


Pay Range:
$19.23 &ndash; $28.37

The pay range listed for this position is the base hourly wage range the organization reasonably and in good faith expects to pay for this position at this time. Actual compensation is determined based on several factors, that may include seniority, education, training, relevant experience, relevant certifications, geography of work location, job responsibilities, or other applicable factors permissible by law. Compensation may exceed the base hourly rate depending on shift differentials, call pay, premium pay, overtime pay, and other additional pay practices, as applicable to the position and in accordance with the law.

<h2 class="jobSectionHeader">As a health care organization, we have a responsibility to do everything in our power to care for and protect our patients, our colleagues and our communities. Beth Israel Lahey Health requires that all staff be vaccinated against influenza (flu) as a condition of employment.</h2>

<h2 class="jobSectionHeader">More than 35,000 people working together. Nurses, doctors, technicians, therapists, researchers, teachers and more, making a difference in patients' lives. Your skill and compassion can make us even stronger.</h2>

<h2 class="jobSectionHeader">Equal Opportunity Employer/Veterans/Disabled</h2></div>
 <div><h3 class="jobSectionHeader">Job details</h3>
<ul><li><div>Employment: Full-time</div></li>
<li><div>Hours/Week: 40</div></li>
<li><div>Shift: Day</div></li>
<li><div>Category: Medical/Clinical Research</div></li>
<li><div>Pay Range: $19.23 - $28.37</div></li>
<li><div>FLSA: Non-Exempt</div></li>
<li><div>Req ID: JR92064</div></li></ul></div>

Clinical Research Coordinator – BIDMC Clinical Research Coordinator Pool

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