The Education Secretariat is committed to equity and valuing the unique and diverse characteristics and experiences of every member of its workforce. We encourage an authentic workplace where colleagues show up as their full selves, where collaboration, innovation, and connections are key to realizing our mission that all children, youth, and families thrive socially, academically, and economically. We seek teammates who are committed to promoting a diverse and inclusive work environment, where everyone is valued and engaged. We encourage you to apply and identify your strengths in these areas.
Are you a culturally responsive educator looking to work with public schools to make sustainable improvements for students? Join us!
Educational Vision of the Massachusetts Department of Elementary and Secondary Education:
Our Educational Vision describes the Department of Elementary and Secondary Education’s aspiration – our vision – for elementary and secondary public education and adult basic education in the Commonwealth of Massachusetts. This vision is anchored in our commitment to high-quality teaching and learning in the Commonwealth. We work with districts, schools, and educators to promote teaching and learning that is antiracist, inclusive, multilingual, and multicultural; that values and affirms each and every student and their families; and that creates equitable opportunities and experiences for all students, particularly those who have been historically underserved. For more information on our vision, click here.
The Office of Public School Monitoring, within the Department of Elementary and Secondary Education (Department), is comprised of 23 staff whose work focuses on reviewing districts and charter schools for special education and civil rights requirements through a process called the Integrated Monitoring Review (IMR). The IMR is one of the multilayered, cohesive, and formal processes employed by the Department to examine and evaluate district and charter school’s implementation of laws and regulations, with a particular emphasis on educational results, functional outcomes, and compliance. IMR involves a thorough and thoughtful review of district data, including policies and procedures, to inform the onsite portion of the review. A close examination of warning indicators, such as suspension and graduation rates, is conducted to identify any areas of discrepancy based on a variety of protected categories, including race. Onsite monitoring includes interviews with district or charter school administration, staff, and parents; review of records of students in special education; and facility observations.
The Public School Monitoring Specialist serves as a liaison for districts and charter schools undergoing an IMR and leads a team of staff when conducting IMRs. Following the onsite review, the Public School Monitoring Specialist develops a report that includes findings of noncompliance and works with the district or charter school through the corrective action process. Throughout this process, the Public School Monitoring Specialist is responsible for addressing inequities in student data with the district or charter school.
The Public School Monitoring Specialist is part of a team within the Office of Public School Monitoring. The team includes one supervisor and three Public School Monitoring Specialists who also conduct IMRs in districts and charter schools.
Successful Public School Monitoring Specialists demonstrate a passion for promoting diversity, equity, and inclusion in education and a commitment to cultural responsiveness, as well as an ability to perceive the needs, concerns, challenges, and realities of districts and charter schools.
The selected individual will perform the following duties:
Review district/charter school data to develop a plan for the IMR;
Conduct the IMR and build relationships with district and charter school administration, providing support throughout each stage of the IMR cycle (discovery, engagement, and close-out);
Engage in data-driven conversations with district and charter school leadership, addressing areas of disparity identified in reported data and documentation;
Articulate areas of non-compliance through written IMR Reports;
Work with districts and charter schools in the development of Corrective Action Plans and progress reports resulting from findings;
Participate as a team member, and support other Public School Monitoring Specialists on their IMRs;
Participate in trainings and discussions addressing racial equity, racism, and racial microaggressions, and apply strategies, as appropriate;
Facilitate cross-office support to enhance and streamline assistance provided to districts and charter schools;
Perform other duties as assigned.
Based on assignment, travel throughout the Commonwealth and out-of-state travel may be required.
Preferred Knowledge and Skills:
The ideal candidate will have some, but not necessarily all, of the following skills and experiences:
- Public and/or private school teaching and/or administrative experience in special education;
- Demonstrated commitment to diversity, equity, and inclusion in education;
- Ability to analyze multiple sources of data to identify trends;
- Familiarity with policies that support equity and inclusion, including those related to bullying, harassment, physical restraint, and discipline;
- Experience collaborating with a team to reach conclusions and make sound decisions that are well-documented;
- Ability to navigate planning, scheduling, and managing workflow when engaged in activities with multiple schools and districts simultaneously;
- Experience leading teams and synthesizing multiple sources of information while anticipating, understanding, and acknowledging different perspectives;
- Experience making compelling presentations of facts or ideas and expressing them, both verbally and in writing;
- Ability to hold oneself accountable to fulfill individual and collective responsibilities;
- Ability to identify and implement areas for improvement as well as refine practices as a result of receiving constructive feedback.
Don’t meet every preferred skill above? Please apply anyway! If you’re excited about this role but your experience doesn’t align perfectly with every preferred skill above, we encourage you to apply.
Questions regarding this position or the application process should be directed to Dawn.E.DeRoche@mass.gov
Qualifications
First consideration will be given to those applicants that apply within the first 14 days.
Minimum Entrance Requirements:
Applicants must have a Bachelor’s degree and at least four years of full-time, or equivalent part-time, professional educational experience in a specific or related content area, educational program/or service;
a Master’s degree or higher in a specific or related educational content area may be substituted for two years of the required experience - 30 semester hours equals one year of experience for substitution purposes.
Education toward a degree in a specific or related educational content area will be prorated on the basis of the proportion of the requirements actually completed.
Special Requirements: Based on assignment, possession of a current and valid Massachusetts Motor Vehicle Operator's License or the equivalent from another state may be required.
Comprehensive Benefits
When you embark on a career with the Commonwealth, you are offered an outstanding suite of employee benefits that add to the overall value of your compensation package. We take pride in providing a work experience that supports you, your loved ones, and your future.
Want the specifics? Explore our Employee Benefits and Rewards!
An Equal Opportunity / Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply.
The Commonwealth is an Equal Opportunity Employer and does not discriminate on the basis of race, religion, color, sex, gender identity or expression, sexual orientation, age, disability, national origin, veteran status, or any other basis covered by appropriate law. Research suggests that qualified women, Black, Indigenous, and Persons of Color (BIPOC) may self-select out of opportunities if they don't meet 100% of the job requirements. We encourage individuals who believe they have the skills necessary to thrive to apply for this role.
