ESY - Speech Therapist (Summer 2026)

ESY - Speech and Language Pathologist (Summer2026) THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY Important Notice: Mandatory Safety Care Certification for ESY Employment To be eligible to work Extended School Year (ESY), a Safety Care Certification is required. You must present a valid certificate at your interview or provide proof of enrollment in a Safety Care training no later than June12026. Failure to meet this requirement will result in the rescinding of your job offer. Please note, that Safety Care Certification is a mandatory prerequisite for this position, and we do not offer compensation for fulfilling this requirement. Program Description Extended School Year (ESY) offers specialized services to students with disabilities. The decision to provide ESY is made by the IEP Team, who assesses the necessity to minimize substantial regression and reduce substantial recoupment. The IEP Team evaluates each student’s level of needs and recommends specific IEP services during ESY based on individual student requirements. Reports To The position reports to the Senior Director of Related Services and Site Coordinator, who works in close collaboration with the Director of Extended School Year and Expanded Learning in the Office of Specialized Services. For questions about this position, please email View email address on click.appcast.io. Assignment Flexibility When you are hired to work the Extended School Year (ESY) program, you are committing to the entire duration of the program. This means that your assignment may involve working at different sites, as staffing needs arise. Flexibility in location is an essential requirement of the position, and by accepting this job offer, you agree to be available for reassignment to various sites as needed throughout the program. Program Schedule Instructional hours for students are typically 5 hours per day, 5 days per week, for 5 weeks from July6 to August72026. The Speech‑Language Pathologist is expected to: Commit to working all 25 days of the program. Attend Mandatory Professional Development (PD) on dates TBD. Work a 6‑hour day, 5 days per week, for 5 weeks (this includes 30 minutes for student arrival and 30 minutes for student dismissal). Independently plan lessons to prepare for rigorous instruction. Schedule student services. Complete Progress Reports RSD ESY2026 Progress Report Payment Guidelines. Responsibilities Speech and Language Pathologists in this program provide students with rigorous instruction that demonstrates the BPS core competencies for effective teaching listed below. Due to the short duration of ESY and the critical need to boost student learning during this time, it is particularly important that teachers in ESY: Provide direct individual, small group, and/or large group instruction to address students’ IEP goals/objectives specifically in speech and language therapy. Prepare demanding and therapeutic lessons (requires some planning work outside of regular program hours). Differentiate instruction. Establish a productive learning environment and classroom culture in which all students are respected. Maintain timely student attendance and progress records. Consult with teachers and other related service providers to address students' needs. Provide students, families, site coordinators, and program staff with relevant and timely data, including monitoring and reporting student's progress to prevent regression as outlined in the program. Participate in all scheduled professional development. Care for program materials and resources. Engage as a partner in planning and problem‑solving. Provide support during arrival and dismissal, as outlined by the site coordinator. Perform other related duties as requested by the ESY Site Coordinator or Director of Operations & Service Implementation. Adhere to ESY handbook policy and ensure compliance with policy across the site. Core Competencies Accountability for Student Achievement: Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort. Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks. Display passion and optimism about students, content, and the teaching profession. Communicating Content Knowledge: Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires. Demonstrate understanding of how subject matter applies in real‑world settings and connects to other content areas and relevant standards. Convey content in creative and engaging ways that align with standards. Equitable & Effective Instruction: Scaffold and differentiate instruction so that all students do complex thinking and rigorous academic work. Use instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation. Build a productive learning environment where every student participates and is valued as part of the class community. Cultural Proficiency: Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. Parent/Family Engagement: Engage with families and build collaborative, respectful relationships in service of student learning. Professional Reflection & Collaboration: Regularly reflect on practice, seek and respond to feedback, and demonstrate self‑awareness and commitment to continuous learning and development. Participate in and contribute to a collaborative adult learning community. Qualifications – Required Master’s degree. Massachusetts Educator Licensure in Speech Pathology / Language / Hearing Disorders. Massachusetts Professional License. Current Safety‑care certification. Experience in one or more of the following areas: Autism, Intellectual Impairment, Multiple Disabilities, Physical Disabilities, Specific Learning Disability, Emotional Impairment, Early Childhood. Current authorization to work in the United States. Candidates must have such authorization by their first day of employment. Qualifications – Preferred Current Speech‑Language Pathologist in the Boston Public Schools. 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. Terms The individual who is hired to this position agrees to the 2026 BPS Summer Employment Terms. All staff must sign the 2026 ESY Job Description Sign Off Form to acknowledge their understanding of the expectations and terms. This position is paid hourly at a rate of $56 per hour of instructional time on the Boston Public Schools bi‑weekly payroll schedule. This position is paid hourly at a rate of $40 per hour for the time estimated to complete all non‑instructional responsibilities. Additional work hours that exceed the (6) hours in a day will require approval from the Director of Extended School Year & Expanded Learning. Please be advised that pursuant to Massachusetts and Federal law, BPS considers site coordinators to be professional employees (or exempt employees), and they are expected to work as long as necessary to complete the required work. The individual who is hired to this position consents to electronic sign‑in procedures on site, that is retained by BPS exclusively for audit and sign‑in verification (payroll). Failure to report to work on a given day of instructional time will result in a loss of pay for that day. Job offers are conditional and based on sufficient student enrollment/attendance. Nondiscrimination Policy The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or 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. #J-18808-Ljbffr