Coordinator of Special Education (COSE) 0.6FTE/BTU ABA Strand 0.4 FTE [BCBA Required] (SY26-27)

Boston Green Academy, an innovative "in-district" charter school within the Boston Public Schools, is seeking to hire skilled and inspiring staff who are committed to increasing academic achievement for all students. Boston Green Academy welcomes diverse students of all abilities, educates and empowers them to succeed in college and career, and prepares them to lead in the sustainability of our community and world.

Located in Brighton, BGA serves over 450 diverse and amazing students in grades 7-12 from all over the City of Boston. To learn more about our school community, please visit www.bostongreenacademy.org.

Job Openings

Boston Green Academy is seeking a full-time Coordinator of Special Education (0.4FTE) and a BCBA (0.6FTE). This position will provide support for students with severe disabilities with ABA support, conduct IEP meetings, coordinate with teachers and families, and co-lead our DESE- and BPS-required special education work as needed. Participate in our all-school summer professional development that begins on August 31, 2026. Both DESE certification in Special Education Moderate or Severe and BCBA certification are required.

BTU Specialist

The BTU Specialist will provide support to the students with disabilities enrolled in the ABA Strand and other students placed at risk within the schools. The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principals/Head of Schools and Office of Specialized Services (OSS).

Responsibilities

• Provide specific support services appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSE.
• Provide support services to individual students, small groups, and class groups as defined in IEPs or Service Team Action Plans.
• Collaborate in planning and service delivery with Principals/Head of Schools, HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators.
• Provide case management and liaison with other schools, district, and community-based providers.
• Participate as members of Service Teams and Evaluation Teams.
• Provide consultation and professional development to colleagues.

Core Competencies

Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP 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
• Communicating Professional Knowledge
• I-A-1: Professional Knowledge
• I-A-2: Child Adolescent Development
• I-A-3: Plan Development
• Equitable & 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
• Cultural Proficiency
• II-C-1: Respects Differences
• II-C-2: Maintains Respectful Environment
• Parent/Family Engagement
• III-A-1: Parent/Family Engagement
• III-B-2: Collaboration
• Professional Reflection & Collaboration
• IV-A-1: Reflective Practice
• IV-C-1: Professional Collaboration
• IV-C-2: Consultation

Qualifications

• Required:
• Board Certification as a Behavior Analyst (BCBA)
• Holds a Moderate or Severe Disabilities License from the State of Massachusetts
• Experience delivering these support services to students with disabilities
• Ability to meet the BPS Standards of Effective Practice as outlined above
• Preferred:
• Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license
• Masters Degree in special education or an appropriately related field
• Experience in the Boston Public Schools
• Experience working in urban public schools

BPS Values

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, or Somali.

Terms

• BTU Group I
• 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 Schedule A Expanded Learning Time (ELT) agreement.

Equal Opportunity Employer

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 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.