administrative assistant ii bwh

administrative assistant iii Jobs in Boston

administrative assistant iii

associate

escort associate

field service technician

environmental services associate ii

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>
3:45p-11:15p M-F.<p></p><p><b><br>
Job Summary</b></p>
Summary<br>
Responsible for the safety and cleanliness of a hospital or other healthcare facility.<br>
Does this position require Patient Care?<br>
No<br>
Essential Functions<br>
<br>
Sweeps, mops, waxes, strips, and polishes floors; vacuum and shampoo carpets.<br>
Dusts and polishes furniture, woodwork, fixtures, and equipment.<br>
Washes walls, ceilings, woodwork, door panels, windows, sills, blinds, and door glass.<br>
Empties, cleans, and sanitizes waste receptacles in assigned areas.<br>
Cleans and sanitizes restroom facilities and fixtures as assigned, including sinks, urinals, toilets, mirrors, walls, and drinking fountains; replenishes restroom supplies as needed.<br>
Picks up debris around building.<br>
Operates and controls high- and low-speed stripping/buffing machines.<br>
Sets up tables, chairs, and equipment in a variety of settings for special events and normal hospital activities.<br>
Identifies and reports building maintenance needs in assigned buildings and facilities.<p></p><div><div><div><div><div><div><div><p><b><br>
Qualifications</b></p></div></div></div></div></div></div></div>
Education High School Diploma or Equivalent preferred Can this role accept experience in lieu of a degree? No Licenses and Credentials Experience Experience working with the cleaning equipment and chemicals used in hospitals and healthcare centers 2-3 years required Knowledge, Skills and Abilities - Strong organization skills with attention to detail and accuracy. - Ability to work independently but also be a team player. - Good communication and comprehension skills.<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></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>
35<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>
Evening (United States of America)<p></p><p><b><br>
Pay Range</b></p>
$17.71 - $24.28/Hourly<p></p><p><b><br>
Grade</b></p>
2<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>

Environmental Services Associate II

Boston Public Schools

<div><p>****This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts.****</p><p></p><p><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)

<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><b>To be considered for this position, candidates must apply to the </b><b>Social Worker [Candidate Pool Posting] (SY26-27)</b><b> and be screened through the Central Office screening process.</b></p><p></p><p><b><br>
Background and Overview</b></p><p>
The Boston Public Schools is committed to providing every child in every classroom an equitable, world-class, high-quality education with the same unfettered access to every conceivable resource to unlock the greatness within them. As part of an equitable Multi-tiered System of Supports that advances students&rsquo; learning and outcomes, The Office of Social Work serves BPS students and families by supporting school-based Social Workers across the district with providing high-quality, culturally responsive direct services.</p><p><br>
The Office of Social Work supports social workers with consultation, professional development, and crisis response. Through a regional support model, all school-based social workers receive support from a District Social Worker in addition to the Program Director of Social Work. The Office of Social Work aims to provide high-quality culturally and linguistically relevant mental health support in all BPS schools.</p><p><b><br>
Position Summary and General Responsibilities:</b><br>
Boston Public Schools seeks an exceptional <b>School Based Social Worker</b> who is highly qualified and knowledgeable to support the implementation of a variety of behavioral health supports that include trauma response and recovery, healing, and resiliency-focused school social work services that support students and educators to create conditions wherein students may achieve their full potential academically, socially, and emotionally.</p><p><br>
The Social Worker, in partnership with the other BPS providers and outside mental health partners will support school communities by supporting with:</p><ul><li>
individual and group counseling and assessments</li><li>
crisis intervention and response</li><li>
managing a caseload, coordinating referrals to external agencies and programs in</li><li>
partnership with students and families</li></ul><p>
Through a lead role in the Student Success Team (SST) and other leadership bodies within the school, and working in close collaboration with other school-based teams, Social Workers:</p><ul><li>
Facilitate or collaborate, as needed, with School Leaders, colleagues, and other stakeholders in the collection and monitoring of data to identify trends with a close eye on conditions, policies, and practices that may be creating exacerbating issues that lead to the need for counseling and Tier 2/3 support.</li><li>
Utilize district-wide SST guidance implementation tools and support to actively assess Student Success Team practices.</li><li>
Continuously work to develop their own racial/cultural awareness alongside their colleagues (CLSP Competency 1) and authentic relationships that allow for cultural learning and understanding with students and families (CLSP Competency 2) in order to do this work well.</li></ul><p><br>
The Social Worker will attend professional development and receive coaching and feedback from the team of District Social Workers, Program Director of Social Work, and Director of Student Support to ensure continuous improvement of service delivery and compliance with district protocols, policies, and professional standards of practice.</p><p><br>
Reports to: School Leader (with secondary evaluation from the Program Director of Social Work)</p><p><b><br>
Responsibilities</b></p><p><br>
Student Success Team:</p><ul><li>
Coordinate and/or actively participate in the Student Success Team.</li><li>
Collaborate with School Leadership to establish sustainable structures, and partnerships and ensure the voice of students and families are elevated in co-constructing solutions to issues.</li><li>
As a valued member of the Student Success team, the social worker will support the design of tiered interventions that support the implementation of an equitable Multi-Tiered System of Support.</li><li>
Support the collection of progress monitoring data within the Panorama platform in collaboration with other staff to ensure that intervention, supports and services are leading to the desired outcome(s) for participating students.</li><li>
Model and promote authentic relationship-building and collaboration with students, families, school community, and partnering agencies.</li><li>
In partnership with the Student Success Team, the School-Based Social Worker will establish &amp; monitor a Multi-tiered System of Support (MTSS): Tier 1, 2 &amp; Tier 3 classroom and student-level interventions in a manner that does not pathologize students.</li><li>
Social Workers will collaborate with the SST members in ensuring students elevated to the student success team have a plan, progress monitoring, and assessment of the interventions</li><li>
Communicate goals and activities of the student support program to students, staff, and the larger community.</li></ul><p><br>
Professional Learning:</p><ul><li>
Attend monthly professional development provided by the Office of Social Work. The topics will focus on department policies and practices as well as evidence-based mental health practices, community partners mental health, SEL, Trauma-informed practices, and healing practices.</li><li>
The social worker may be required to attend professional Development for up to 9 of the 18 contractually required PD hours to focus on mental health-specific topics offered by the Office of Social Work. The social worker&rsquo;s school-based hours shall be determined by their direct supervisor.</li></ul><p>
Direct Service:</p><br>
<p></p><ul><li>
Provide individual and/or group counseling which may include IEP and non-IEP services.A recommendation of a maximum of 10 individual sessions with students with IEPs per week. As needed/ if applicable, serve as a member of the IEP/504 Team for assigned students.</li><li>
Provide Tier 2/3 interventions such as check-in/check-out, suicide and threat risk assessments.</li><li>
Conduct sociological assessments when requested as part of the Special Education eligibility process, upload to Edplan in a timely manner. This may include home visits.</li><li>
Support individual and whole school crisis intervention in collaboration with the BPS district-wide Crisis Team as needed. This includes supporting Suicide Risk Assessments and Threat Assessments (with the school crisis team).</li><li>
Consult around school and classroom climate strategies that support social-emotional development and promote active student engagement in learning.</li><li>
Match students with appropriate services that align with the students/families expressed need and aspirations, which may include referrals to external agencies; monitor their progress and coordinate follow-up services for each student, serving as a case manager</li><li>
Track and maintain data related to mental health partners and the services that they provide.</li><li>
Maintain and provide student data and written reports as needed, including timely completion of monthly reports for the Office of Social Work</li><li>
Performs other related duties as assigned by the School Leader or Program Director of Social work.</li></ul><p><b>
Core Competencies:</b><br>
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><p><br>
Accountability for Student Achievement<br>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</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></ul><p>
Communicating Professional Knowledge<br>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</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></ul><p>
Equitable &amp; Effective Instruction<br>
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment,<br>
II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)</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></ul><p></p><p><br>
Cultural Proficiency<br>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)</p><ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.\</li></ul><p>
Parent/Family Engagement<br>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</p><ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
Deep knowledge and understanding of, and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.</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></ul><p>
Professional Reflection &amp; Collaboration<br>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</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><b>
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><b>
Qualifications - Preferred:</b></p><ul><li>
Prior work as a school-based social worker</li><li>
Knowledge of Special Education policies and procedures</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><li>
Certification as a trainer in Safety Cares de-escalation and restraint program. Core Values:</li><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and deserve opportunities to achieve the greatness within them.</li><li>
Respect for all children and their families through an asset-based lens.</li><li>
Identify as a lifelong learner and reflective practitioner.</li><li>
Willingness to serve as an advocate for all children.</li></ul><p></p><p><b><br>
Terms: </b>BTU Group 1</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>

School-Based Social Worker Gr. 7-12 (SY26-27)

Commonwealth of Massachusetts

<div></div><div><div><p><b>Who We Are:</b></p><p>
The Executive Office of Energy and Environmental Affairs (EEA) seeks to protect, preserve, and enhance Massachusetts&rsquo; environmental resources and create a clean energy future for all residents. Through the stewardship of open spaces, the protection of environmental resources, and the advancement of clean energy, EEA works tirelessly to make Massachusetts a wonderful place to live, work, and raise a family. Our commitment to environmental justice ensures that every resident, regardless of background or location, can live in a safe, clean environment and shares equally in the benefits of the clean energy transition.</p><p><b>
Who We Are as an Employer:</b></p><p>
At EEA, we create meaningful, inclusive opportunities that empower our employees to make a real difference in shaping the environmental future of Massachusetts. We foster a workplace culture where diversity is valued, innovation is encouraged, and collaboration thrives. Our employees play a vital role in advancing sustainability, environmental justice, and clean energy solutions, ensuring a positive and lasting impact on Massachusetts and its residents.</p><p><b>
DPU:</b></p><p>
The Department of Public Utilities (DPU) is the state agency responsible for overseeing investor-owned electric power, natural gas, and water companies in Massachusetts. It regulates the safety of bus companies, moving companies, transportation network companies, and oversees the safety of natural gas pipelines and the MBTA.</p><p><b>
Job Description:</b></p><p>
As the Assistant Director, you will be a key member of the Siting Division leading interdisciplinary project teams that review the siting of proposed major energy facilities. These include: clean energy infrastructure facilities (such as renewable electric generating facilities, energy storage, and electric transmission lines and substations); and legacy energy facilities (such as intrastate natural gas pipelines; fossil-fueled electric generating facilities, and large LNG storage facilities). The Assistant Director plays an important role by directing the work and priorities of technical staff, overseeing the review and analysis of energy project proposals, attending public hearings, directing and reviewing sections of agency decisions, and advising agency staff and EFSB members.</p><p>
For clean energy infrastructure facilities, the Siting Division will review and prepare decisions for consolidated permits, which comprise permits and approvals that are normally issued by other state, regional, and local agencies. Siting Division reviews include evaluation of need for the project, alternative project options (such as energy efficiency, advanced transmission technologies, and distributed energy resources), environmental impacts and mitigation measures, cumulative impact analysis, public health and climate impacts, cost-effectiveness, and consistency with state energy/environmental policies, statutes, and regulations. EFSB siting authority also includes construction permits for fossil fuel facilities, exemption from local zoning, eminent domain for needed energy facilities, and other matters. If you are ready to leverage your expertise and passion for public service to help the Commonwealth advance its clean energy future, the Assistant Director role is an ideal next step in your energy/environmental career!</p><p>
The Assistant Director will lead in key siting and permitting decisions that advance clean and renewable energy projects, which are central to the Commonwealth&rsquo;s climate goals, recently accelerated by the 2024 Climate Act. The Assistant Director role will challenge you in a fast-paced, dynamic but collegial environment.</p><p><b>
A cover letter and resume must be submitted as part of the application.</b></p><p><b>
Your essential job duties will include (these are not all-inclusive):</b></p><ul><li>
Assisting the Director in managing the Siting Division, both in overseeing and developing case work products, and in training and supervising technical staff</li><li>
Developing a detailed understanding of the facts involved in EFSB matters, relevant policies and precedents, and their significance to the decision-making process.</li><li>
Managing multiple tasks and priorities, while helping to ensure that the Siting Division meets case schedules</li><li>
Advising members of the Siting Division and senior government officials on engineering and technical matters relevant to energy facilities siting policy and decision-making</li><li>
Reviewing technical aspects of energy facilities project proposals; advising on the completeness of applications; identifying areas for further technical inquiry</li><li>
Analyzing the need for technical regulations and the development of technical policy</li><li>
 Conferring with local, state and federal government agencies to gather data and exchange information regarding the regulation of energy facilities</li><li>
Representing the agency before legislative bodies, boards, commissions, committees, or federal or state agencies</li><li>
Identifying issues in need of exploration during the proceeding, and developing potential solutions and recommended findings</li><li>
Conducting site visits of proposed facility locations and demonstrating effective technical understanding of project designs, plans, construction methods, engineering, and potential impacts</li><li>
Developing subject matter expertise on cases, special projects, and ongoing Division initiatives</li><li>
Advising agency staff, and EFSB members on pending cases and other matters with solid understanding, creative solutions, and sound judgment</li><li>
Developing tools to improve Division efficiency and catalog institutional knowledge</li><li>
Empowering and developing abilities of staff</li></ul><p><b>
The successful candidate will have:</b></p><ul><li>
Strong skills and experience in management</li><li>
Effective motivational skills and be able to work collaboratively and productively with others as part of interdisciplinary case teams</li><li>
Strong, demonstrated background in energy infrastructure projects and/or environmental review of large infrastructure</li><li>
Demonstrated knowledge of energy project technologies, energy project design, construction impacts, and operations of energy facilities</li><li>
Strong project management skills, including planning and supervising work products</li><li>
Strong editing and reviewing skills to develop clear and effective written work products and provide helpful feedback to staff</li><li>
Ability to provide substantive procedural direction on assigned cases</li><li>
Strong analytical skills and judgment, and an inquisitive approach</li><li>
Demonstrated excellent oral and written communication skills, including the ability to synthesize disparate information and communicate that information succinctly and clearly</li><li>
Ability to work both independently and collaboratively as part of interdisciplinary case teams</li><li>
Ability to manage time effectively, and work in a productive, organized, and methodical way</li><li>
Ability to work effectively in a hybrid remote work setting with certain required in-office days</li></ul><p><b>
Who we are:</b></p><p><b>
Agency Overview</b></p><p>
The Energy Facilities Siting Board (EFSB) is an independent state board that reviews proposed clean energy infrastructure facilities (such as renewable electric generating facilities, energy storage, and electric transmission lines and substations); and legacy energy facilities (such as intrastate natural gas pipelines; fossil-fueled electric generating facilities, and large LNG storage facilities). The Department of Public Utilities (DPU) administratively supports the work of the EFSB and its staff, but the eleven-member EFSB makes its decisions independently.</p><p>
The DPU is responsible for oversight of electric, natural gas, and water utilities in the Commonwealth.</p><p>
For further information, please visit: https://www.mass.gov/orgs/energy-facilities-siting-board.</p><p><b>
Division Overview</b></p><p>
The Siting Division of the DPU is a diverse team of planners, engineers, economists, lawyers, and environmental specialists that reviews major energy facility proposals requiring EFSB regulatory approvals. Our mission is to ensure that approved projects are consistent with applicable statutes, regulations, and policies, and serve the public interest. The work of the Siting Division takes place in a rapidly evolving energy landscape, with significant technological, regulatory, and market changes, and a growing emphasis on both mitigating and adapting to climate change, while maintaining reliable, safe, and cost-effective energy supplies vital to the Massachusetts economy. The projects we review are at the forefront of important energy, environmental, and technological trends that are transforming energy infrastructure in Massachusetts.</p><p>
For further information, please visit: https://www.mass.gov/energy-facilities-siting-board.</p><p></p><div><br>
</div></div><div><b>
Qualifications</b><div></div><div><br>
MINIMUM ENTRANCE REQUIREMENTS:</div><br>
<div></div>
<div>
Applicants must have at least (A) five (5) years of full-time or, equivalent part-time, professional, administrative, supervisory, or managerial experience in business administration, business management, public administration, public management, clinical administration or clinical management of which (B) at least one (1) year must have been in a project management, supervisory or managerial capacity or (C) any equivalent combination of the required experience and substitutions below.</div><br>
<div></div>
<div>
Substitutions:</div><br>
<div></div>
<div>
I. A certificate in a relevant or related field may be substituted for one (1) year of the required (A) experience.</div><br>
<div></div>
<div>
II. A Bachelor's degree in a related field may be substituted for two (2) years of the required (A) experience.</div><br>
<div></div>
<div>
III. A Graduate degree in a related field may be substituted for three (3) years of the required (A) experience.</div><br>
<div></div>
<div>
IV. A Doctorate degree in a related field may be substituted for four (4) years of the required (A) experience.</div><br>
<div></div>
<p><b>Comprehensive Benefits</b></p>
<p>When you embark on a career with the Commonwealth, you are offered an outstanding suite of employee benefits that add to the overall value of your compensation package. We take pride in providing a work experience that supports you, your loved ones, and your future.</p>
<p>Want the specifics? Explore our Employee Benefits and Rewards!</p><br>
<div></div>
<div></div><div><b>An Equal Opportunity / Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply.</b></div><br>
<div></div>
<div>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.</div><div><br>
</div></div><div><b>
Official Title</b><b>:</b> Program Manager VI</div><div><b>
Primary Location</b><b>:</b> United States-Massachusetts-Boston-1 South Station</div><div><b>
Job</b><b>:</b> Environmental and Energy</div><div><b>
Agency</b><b>:</b> Department of Public Utilities</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> Feb 27, 2026, 8:01:36 AM</div><div><b>
Number of Openings</b><b>:</b> 1</div><div><b>
Salary</b><b>:</b> 90,828.27 - 139,814.63 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> Melixza Esenyie/EEADiversity@mass.gov - 6176261282</div><div><b>
Bargaining Unit</b><b>:</b> M99-Managers (EXE)</div><div><b>
Confidential</b><b>:</b> No</div><div><b>
Potentially Eligible for a Hybrid Work Schedule</b><b>:</b> Yes</div></div>

Assistant Director - DPU Siting Division

Explore 115+ Environmental services associate ii in Boston this March. Find roles across top companies and apply now to boost your career.