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paraprofessional sped sub sep aide lab cluster gr 7 12 english high sy26 27

Boston Public Schools

<div>Job Title: Paraprofessional 
Reports to: Principal/Head of School 
General Description and Goals:
Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. 
Responsibilities<ul><li>
Supports direct instruction to children individually, in small groups, and in classroom settings</li><li>
Provides assistance with classroom activities.</li><li>
Prepares instructional materials.</li><li>
Assists in classroom set up and clean up.</li><li>
Manages individual and classroom behavior, using prescribed approaches.</li><li>
Supervises students on field trip activities.</li><li>
Performs other related duties as requested by Head of School/Principal.</li></ul> 
Qualifications - Required:<ul><li>
Education: High School Diploma or GED.</li><li>
Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).</li><li>
Minimum of two years experience working with young children.</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>
Associate's or Bachelor's Degree.</li><li>
Certification as a teacher or license as a social worker.</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, Paraprofessional hourly rate 
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>

Paraprofessional [Sped Sub/Sep. Aide, Lab Cluster, Gr. 7-12] - [English High] (SY26-27)

<div>
 
 THIS IS A LONG-TERM SUB POSITION that is expected to start on 03/27/2026 and end on 06/22/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).
 
 
 
 Boston Public Schools seeks an exceptional
 
 Elementary and English as a Second Language Specialist
 
 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.
 
 
 NOTE: This position likely is not assigned to a homeroom and instead covers for P&amp;Ds (also known as &ldquo;planning periods&rdquo;) for homeroom teachers, providing additional content support to supplement the lessons in their homeroom.
 
 
 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 a teacher.
 
 
 Reports to: Principal/Head of School
 
 
 
 Responsibilities:
 
 Elementary Teacher in an SEI setting
 
 
 <ul>
 <li>
 Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas.
 </li>
 <li>
 Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
 </li>
 <li>
 Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
 </li>
 <li>
 Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum
 </li>
 <li>
 Administer district mid-year and end-of-year assessments in accordance with district guidelines.
 
 
 </li>
 </ul>
 
 Core Competencies:
 
 Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:
 
 
 <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, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
 </li>
 <li>
 Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
 </li>
 <li>
 Passionate and optimistic about their students, their content, and the teaching profession
 </li>
 <li>
 Communicating Content Knowledge
 
 
 </li>
 </ul>
 
 (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
 
 
 
 <ul>
 <li>
 Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
 </li>
 <li>
 Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards
 </li>
 <li>
 Can convey content in creative and engaging ways that align to standards
 </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)
 
 
 
 <ul>
 <li>
 Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
 </li>
 <li>
 Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
 </li>
 <li>
 Builds a productive learning environment where every student participates and is valued as part of the class community
 </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)
 
 
 
 <ul>
 <li>
 Engages with families and builds collaborative, respectful relationships with them in service of student learning
 </li>
 <li>
 Professional Reflection &amp; Collaboration
 
 
 </li>
 </ul>
 
 (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
 
 
 
 <ul>
 <li>
 Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
 </li>
 <li>
 Seeks to participate in and contribute to a collaborative adult learning community.
 
 
 </li>
 </ul>
 
 Qualifications - Required
 
 
 
 <ul>
 <li>
 Education: Hold a Bachelor&rsquo;s degree.
 </li>
 <li>
 Hold a Massachusetts Teaching License in Elementary 1-6 and English as a Second Language.
 </li>
 <li>
 Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
 </li>
 <li>
 Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
 </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>
 Experience teaching in urban schools.
 </li>
 <li>
 Degree in Education.
 </li>
 <li>
 Dual licensure in Moderate Disabilities.
 </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>
 In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
 
 
 </li>
 </ul>
 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 "Schedule A" 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>

Teacher - Elementary and English as a Second Language Specialist, Grades 1-6 (Long Term Sub) (SY25-26)

<div>Reports to: Principal/Head of schools 
General Description and Goals:
Security Paraprofessional will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Security Paraprofessional will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. 
Responsibilities 
The primary responsible of the Security Paraprofessional is to maintain the safety and security of school hallways, classrooms, common areas and school grounds.<ul><li>
Assist in the arrival and dismissal of students.</li><li>
Manage PM detention hall.</li><li>
Monitor the front door and visitor pass program.</li><li>
Unlock lavatories and maintain a log of student use.</li><li>
Perform other related duties as requested by the Headmaster.</li></ul> 
Qualifications - Required:<ul><li>
Education: High School Diploma or GED</li><li>
Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).</li><li>
Minimum of two years experience working with young children</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul> 
Qualifications - Preferred:<ul><li>
Associate's or Bachelor's Degree.</li><li>
Experience working with adolescents.</li><li>
Experience working in a multi-cultural/multi-ethnic setting.</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, Paraprofessional Unit, Contractual hourly rate 
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>

Security Paraprofessional - [Mattahunt Elementary] (SY26-27)

Paraprofessional [Sped Sub/Sep. Aide, Lab Cluster] - [Snowden] (SY26-27)

Paraprofessional [Sped Sub/Sep. Aide, Lab Cluster] - [Ellis Elementary] (SY26-27)

Boston Children's Hospital

<div><div><div><div>84251BR</div>
</div><div><div>Patient Services-Nursing</div>
</div><div>Job Posting Description
<div>Position Summary/ Department Summary: 
 
This surgical floor is a 30-bed General Surgical Unit with patients ranging in age from newborn up. Patients are from the following services: General Surgery, and other surgical sub-specialties. Patients originate from the PACU, MICU, NICU, direct admits and through the Emergency Room. Our Surgical teams work within the concept of family-centered care, with diagnoses that range from simple to complex. It is an exciting place to learn and grow professionally as innovations in all of our programs (i.e. Intestinal Failure, Esophageal Atresia) remain our on-going challenge and commitment. 
 
Key Responsibilities:<ul><li>
Caring for patients from the following services: the majority of the patients are General Surgical as well as other surgical sub-specialties. Patients originate from the PACU, MICU, NICU, direct admits and through the Emergency Room.</li><li>
Delivering family-centered care, with diagnoses that range from simple to complex.</li><li>
Working 36 hours per week, 12 hour night shifts, every third weekend</li></ul> 

Minimum Qualifications 
 
Education: 
BSN required 
 
Experience:<ul><li>
A minimum of 1 year of inpatient acute care RN experience.</li><li>
Pediatric experience preferred.</li></ul> 

Licensure/ Certifications:<ul><li>
Massachusetts RN Licensure</li></ul></div>
</div><div>Status
<div>Part-Time</div>
</div><div>Regular, Temporary, Per Diem
<div>Regular
</div></div><div>Standard Hours per Week
<div>36
</div></div><div>Pay Range
<div>$76003.20-$163678.32 Annual</div>
</div><div>Office/Site Location
<div>Boston</div>
</div><div>Job Posting Category
<div>Nursing</div>
</div><div>Remote Eligibility
<div>Onsite Only</div></div></div></div><div></div>

Registered Nurse, General Surgical Unit - Night Shifts

<div>To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY26-27) and be screened through the Central Office screening process. 
Background and Overview
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. 
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. 
Position Summary and General Responsibilities: 
Boston Public Schools seeks an exceptional School Based Social Worker 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. 
The Social Worker, in partnership with the other BPS providers and outside mental health partners will support school communities by supporting with:<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>
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:<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> 
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. 
Reports to: School Leader (with secondary evaluation from the Program Director of Social Work) 
Responsibilities 
Student Success Team:<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> 
Professional Learning:<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>
Direct Service: 
<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>
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. 
Accountability for Student Achievement 
(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></ul>
Communicating Professional Knowledge 
(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></ul>
Equitable &amp; Effective Instruction 
(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></ul> 
Cultural Proficiency 
(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></ul>
Parent/Family Engagement 
(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>
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>
Professional Reflection &amp; Collaboration 
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.</li><li>
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.</li></ul>
Qualifications - Required:<ul><li>
Education: Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW) or Licensed Mental Health Counselor (LMHC) at the time of hire or if hired with a Master&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</li><li>
Ability to meet the BPS Standards of Effective Practice as outlined above.</li><li>
Strong interpersonal skills to work with school, students, parents, and community-based agencies.</li><li>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul>
Qualifications - Preferred:<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> 
Terms: BTU Group 1 
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>

School-Based Social Worker (SY26-27)

Explore 672+ Paraprofessional sped sub sep aide lab cluster gr 7 12 english high sy26 27 in Boston this March. Find roles across top companies and apply now to boost your career.