Community Connections Facilitator (SY26-27)

Boston Public Schools; Boston (MA); On-site; USD 45,000 - 65,000; Full time

Job summary

An educational organization in Boston is seeking a Community Connections Facilitator to support middle and secondary students with disabilities in their transition to adult life. This role involves collaborating with school staff, developing transitional programming, and providing community resources and family support. Ideal candidates should have a Bachelor's degree in special education and experience in facilitating positive outcomes for students. The position offers a dynamic work environment focused on student achievement and collaboration.

Qualifications

• Experience supporting students with disabilities in educational settings.
• Knowledge of transition services and vocational education.
• Ability to foster collaboration among staff, families, and community resources.

Responsibilities

• Work with the STRIVE team to facilitate positive outcomes for students with disabilities.
• Collaborate with faculty to involve students in vocational experiences.
• Develop work-based learning plans for students.

Education

Bachelor’s Degree in Special Education or a related field

Job description

Community Connections Facilitator (SY26-27)

Boston Public Schools Central Office - Specialized Services - Boston, Massachusetts Open in Google Maps

Job Details

Job ID: 5543400

Application Deadline: Dec 01, 2026 11:59 PM (Eastern Standard Time)

Re-Posted: Mar 01, 2026 5:00 AM (UTC)

Starting Date: To Be Determined

Job Description

The Community Connections Facilitator (CCF) will be an education professional who is experienced and knowledgeable about the needs of middle and secondary school students with disabilities as they prepare for transition to adult life opportunities such as employment, post secondary education training and independent living (if appropriate). The person will ensure that effective transition planning takes place, and that current and effective strategies like Person Centered Planning are conducted. The CCF will support the school staff in the development of transitional programming to assure all students reach their goals . The CCF will implement a student database system to document the student’s progress toward meeting goals. The CCF will maintain a high level of professionalism, responsibility, consistency, and respect at all times. The CCF will provide and share professional development in all realms of transition and their student database documentation system.

REPORTS TO: Assistant Director of Transition Services (Office of Special Education)

RESPONSIBILITIES:

• Work with members of the STRIVE team utilizing an individualized service coordination and team approach toward facilitating multiple positive outcomes for students with disabilities. Outcomes may include employment, post-secondary school enrollment, training programs, and independent living.
• Collaborate with faculty across the school system including regular education teachers to ensure that students with disabilities become involved in the vocational continuum.
• Facilitate the development of a work-based learning plan once the student is placed in a school or community based work experience.
• Collaborate with school-based teams to facilitate and determine the type of accommodations that might be needed by a student in the work site or other community-based settings.
• Attend professional development, workshops, and conferences to remain current in terms of special education laws.
• Provide community access to: travel training, potential work sites, internship opportunities, adult service providers, post-secondary opportunities.
• Facilitate and maintain interagency agreements with a wide range of employers and community resources.
• Provide ongoing family support including, but not limited to: the rights of persons with disabilities, options related to independent living, and accessible housing, guardianship, intake and eligibility for adult service providers, appropriate prevocational and vocational training opportunities.
• Conduct ongoing documentation of student participation in services facilitated through STRIVE.
• Other duties as required

Other responsibilities as required:

• Collaborate with Guidance Director and Guidance
• Collaborate with middle school staff
• Collaborate with related service providers at middle and high schools
• Collaborate with COSE to ensure that SWDs have required documentation
• When appropriate, ensure 688 referrals are completed for SWDs
• Monitor and review high needs cases

CORE COMPETENCIES

• Accountability for Student Achievement
  • 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
  • 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
  • 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
  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Parent/Family Engagement
  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  • 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
  • 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.

QUALIFICATIONS - REQUIRED:

• Bachelor’s Degree in Special Education or a related field
• Active and