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Reports To: Senior Director Succeed Boston at the Counseling Intervention Center Background & Overview: BPS Succeed Boston @ the Counseling & Intervention Center (Succeed) provides Tier 2 (voluntary prevention and education workshops) and Tier 3 (Code of Conduct infractions) services to students in grades 1-12. The trauma informed model includes individual and group counseling, substance use education and treatment, use of restorative practices, and academics. The curricula includes social emotional skill building, bullying and violence prevention, anger management and conflict resolution education that increases students' ability to assess risk, consider potential consequences, and improve decision-making. In addition to direct student work, Succeed leads the district’s Restorative Practices, Bullying Prevention and Intervention work including professional development, operation of the Safe Space and Bullying Prevention hotline and assures adherence to and accountability for reporting protocols and policy development. Self-reported data, at the beginning and end of programming, shows that 92% of students who attend Succeed report feeling positive about the intervention; are more engaged at school and have increased pro-social skills. This position fits in with the district’s shift to support schools in a regional model. Regional RP SAWS Specialists will work collaboratively with other Regional staff to ensure equitable and accessible support for school leaders and support staff. Position Summary and General Responsibilities: The Regional RP/SAWS Specialist aims to enhance knowledge and understanding of practices that contribute to positive school climate and pro-social youth development, including relationship building, restorative practices, decreased suspensions, prevention of aggression, bullying, bias-based speech and behavior, dropout and substance use. Addressing and preventing exclusionary practices that disproportionately impact students who are Black and Brown, students who receive special education services and are ELL is a primary focus of the work. The Specialist will deliver professional development and coaching specific to restorative practices, bullying prevention and intervention and alternatives to suspensions. The RP SAWS Specialist uses data and research to assess needs, assist schools in making strategic decisions, and evaluate progress in the area of school climate, decreasing suspensions and youth development. The Specialists' approach is focused on prevention and building capacity at the school level through work with their school’s Student Success Teams (SST’s), Climate Teams, Administrative Team Members and Regional Leads. The Specialist is also responsible for co-constructing, designing and continuously improving a framework and developing or identifying tools, providing technical assistance that provide clear policies and practices to build the capacity of schools, inclusive of all youth. The RP/SAWS Specialist will: Provide push in surround care support to school leaders and staff to design and implement culturally and linguistically sustaining restorative practices that address the individual needs of the school. Build capacity for in school program development through modeling, individualized action Planning, professional development and for school staff to work/train collaboratively. Cultivate school climate and culture teams through the use and integration of Restorative Practices Work collaboratively with regional staff (i.e. OLs, School Superintendents, SOAs, DSWs) to: Provide and organize staff for quarterly regional meetings for shared practices. Support the practitioner's arc of learning through differentiated support that includes modeling and problem solving. Conduct school climate assessments and consultations to identify areas of work in each school to which they are assigned. Increase capacity for schools to develop and deepen in school support for students involved in lower level Code infractions through the delivery of adult facing professional development and resources that will be applied in a progressive and restorative way. Promote student learning and engagement by supporting schools in developing and maintaining safe, welcoming, restorative, healing, inclusive and enriching environments. Tier 2 & 3 Curriculum Development and Delivery: Develop, monitor and provide support related to restorative practices, bullying prevention and intervention Develop, deliver PD and provide coaching to school teams, students and familiesrelated to Restorative Practices and Bullying Prevention and Intervention Work collaboratively to build capacity in schools related to restorative practices and bullying prevention through the use of a cohort model that integrates current, relevant and accurate content knowledge Differentiate instructional strategies e.g. modeling, and providing individualized coaching to teachers to meet the needs of all learners Demonstrate and monitor effective classroom management Work collaboratively with other District leads to ensure students have central roles in holding self and others accountable for behavioral expectations, including roles in resolving conflict, using restorative language and practices and eliminating bullying and harassment Provide Central Office PD to build capacity and understanding of restorative language and practices and bullying prevention and intervention Model, teach and provide opportunities for students to recognize, understand, and develop ways to respond to differences in culture, race, language, class, gender and sexual orientation Recognize students’ strengths and explicitly modeling and supporting teachers in teaching students how to identify their own strengths and use them to build new knowledge Model and support the use of restorative language and practices Explain material in a clear and focused manner Treat all students and staff with fairness, respect and consistency Contribute to the creation of an environment in which students function with a sense of purpose and understand what is expected of them School Based Supports Provide services to achieve both the short and long-term objectives of the program Maintain accurate records and process notes Work as a team member to ensure delivery of high quality intervention across environments Participate as needed in regularly scheduled team or school meetings Engage in activities that contribute to one’s performance in the teaching/learning situation (e.g., participates in professional organizations, responds to in-service and professional growth opportunities in terms of personal and student improvement) Maintain privacy of all student/staff and school specific information Other duties as assigned by the Senior Director Maintain regular attendance in conformity with the rules and regulations of BPS Maintain punctuality in all matters pertaining to the professional role Required Qualifications: Bachelor’s Degree in Relevant Field License in a related field Five years successful experience in an urban school system Bullying prevention and intervention training Training, understanding of the principles and demonstrated use of restorative practices Understanding of mental health and behavioral issues, most notably PTSD Successful use of trauma-informed practices Effective written and oral communication skills with students, families, teachers and administrators Demonstrated growth toward cultural literacy Experience working collaboratively with school administrators, direct service providers, families, students, and outside partners Demonstrated problem solving, communication and organizational skills Demonstrated ability to provide programmatic information via group presentations Ability and willingness to work outside the traditional school day Demonstrated successful practice with diverse student groups Demonstrated knowledge and understanding of CLSP Demonstrated ability to work with teams in a cross collaboration environment Preferred Qualifications: Master’s Degree in Related Field 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, & Somali. Experience and understanding of Cooperative Discipline Respect for all children and their families through an asset-based lens Willingness to serve as an advocate for all children Experience and demonstrated ability using restorative practices Demonstrated experience developing and implementing curriculum Knowledge and demonstrated practice of progressive discipline Familiarity and understanding of the Boston Public Schools Code of Conduct Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital 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) 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. Consistently defines high expectations for student learning goals and behavior. Assesses student learning regularly using a variety of assessments to measure growth, and understanding. Effectively analyzes data from assessments, draws conclusions, and shares them appropriately. Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development) Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes. 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) Builds a productive learning environment where every student participates and is valued as part of the class community. Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. Consistently adapts instruction, services, plans and assessments to make curriculum/supports accessible to all students. Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment) Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration) Engages with families and builds collaborative, respectful relationships with them in service of student learning. Deep knowledge and understanding of, and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served. 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. Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self awareness and commitment to continuous learning and development. 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. 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. Terms: BTU, Group I The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, employment, or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work. " />

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Regional RP/SAWS Specialist (SY24-25)

Job Description

Primary Location Central Office - Succeed Boston

Salary Range 1.0 FTE

Shift Type Central Office

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