Long Term Substitute: Coordinator of Special Education Evaluation Team

Follow us on LinkedIn Long Term Substitute: Coordinator of the Special Education Evaluation Team Brophy Elementary School & Dunning Elementary School FRAMINGHAM PUBLIC SCHOOLS Follow us on LinkedIn Long Term Substitute: Coordinator of the Special Education Evaluation Team Brophy Elementary School & Dunning Elementary School From November 16, 2026 to TBD Position Summary The Coordinator of the Special Education Evaluation Team provides strategic leadership and administrative oversight for the district's special education evaluation processes. Under the direction of the Director of Special Education and the Building Principal, this role ensures the efficient guidance of student evaluations, the monitoring of educational plan implementation, and the coordination of program assessments. The Coordinator plays a critical role in supervising special education staff to maintain Framingham Public Schools' high expectations for academic proficiency and equitable access to instruction. By fostering a culturally responsive and inclusive environment, the Coordinator leads efforts to close the opportunity gap and ensure the healthy growth of all students. This position is vital for maintaining regulatory compliance while delivering transformative educational support to students with diverse needs. OUR MISSION Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community's rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups. Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive. About Framingham Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit. A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers. Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow. CERTIFICATES, LICENSES, REGISTRATIONS Valid Massachusetts Teaching License In Special Education Administrator; or Moderate Disabilities (All Levels) and Supervisor/Director Drivers Licenses Training And Experience Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education. A Master's Degree from an accredited college or university in Special Education Administration, Educational Leadership, or a related field of study. A minimum of five (5) years of successful experience in public education, including at least three (3) years in a leadership capacity overseeing complex special education systems, out-of-district placement protocols, and district-wide clinical supports. Bilingual proficiency in Spanish and/or Portuguese is strongly preferred. Skills And Ability To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required: Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from district staff, school administrators, the School Committee, and the broader community. Analytical Problem Solving: Sound reasoning and problem-solving skills to evaluate district-wide information, define problems, collect data, establish facts, draw valid conclusions, and recommend appropriate policies, procedures, or courses of action. Strategic Planning & Evidence-Based Practice: Capacity to read, analyze, and interpret professional literature, technical procedures, and governmental regulations to inform district-level policies, operational decisions, and strategic planning. Relationship Building & Collaboration: Ability to establish and maintain positive, effective cross-departmental working relationships with school leaders, district staff, community partners, and vendors. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families. Reliability, Professionalism & Composure: Maintain regular, predictable, and punctual attendance to ensure consistent district operations. Exhibit professionalism and composure in responding to unpredictable or high-stakes situations, maintaining a proactive and solution-focused approach. Organization & Time Management: Strong organizational and project-management skills to work independently, prioritize district-level initiatives, and manage multiple complex projects simultaneously. Data-Driven Decision Making: Ability to use complex data sets effectively to inform resource allocation, policy development, and continuous improvement efforts across the district. Technology Proficiency: Proficiency in using technology and enterprise software; ability to operate a computer and utilize systems relevant to district operations (e.g., Google Workspace, HR/Finance platforms, or Student Information Systems). Compliance & Confidentiality: Commitment to performing all duties in compliance with state and federal laws, Framingham Public Schools policies, and collective bargaining agreements. Ability to maintain strict confidentiality of sensitive personnel, legal, financial, and student information. Essential Duties And Responsibilities The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position. I. Evaluations and Intake Process Provides efficient leadership in guiding the comprehensive evaluation process for children with special needs. Coordinates program assessment and development with both special education and general education staff to ensure high standards of achievement. Provides educational leadership for research and methodology improvements within Special Education programs. Collaborates with administrators to align special education services with the district's mission of empowering free-thinking, responsible citizens. Uses evidence-based research and professional literature to inform practice decisions and program developments. II. Program Design & Implementation Ensures that special education programs, services, and materials are strictly aligned with standard district curriculum goals. Assists in the review of student assessments and makes data-driven recommendations for student placements and transfers. Oversees student activities such as state testing, transition programming, and the reintegration of students from hospitals, DCF, and DYS facilities. Collaborates with colleagues to analyze student performance and plan appropriate academic or behavioral interventions. Individualizes instruction through the use of instructional technology, including iPads and specialized software, to meet diverse student abilities. III. Compliance, Regulatory & Legal Oversight Oversees the monitoring and implementation of required Special Education procedures regarding referral, evaluation, and placement. Ensures that program locations, class sizes, and related procedures are in full compliance with state and federal Special Education Regulations. Demonstrates thorough knowledge of IEP development and special education law to maintain current and appropriately confidential student records. Performs all duties with strict awareness of district requirements and the Framingham Teachers Association (Unit A) Contract. Prepares reports and maintains documentation as requested by the Director of Special Education to ensure total compliance. IV. Personnel Management & Collaboration Under the supervision of the Building Principal, provides consultation, coordination, and evaluation for personnel assigned to the Special Education Department. Plans and implements staff development and in-service training for both special education and regular education personnel. Regularly provides expertise and advice to general education teachers to support effective behavioral and social-emotional learning experiences. Acts as a primary liaison between bilingual staff, community agencies, building administration, and parents to resolve complex educational issues. Assists in the recruitment, interviewing, and recommendation of qualified personnel for special education programs. V. Fiscal & Operational Management Coordinates the purchase of special education materials and supplies in collaboration with Department Heads and the Director. Works independently to prioritize tasks and manage several complex projects simultaneously while maintaining regular and punctual attendance. Assumes responsibility for the safety and work output of students, including reacting professionally to unpredictable or aggressive behavioral situations. Other reasonable duties as assigned by the Director of Special Education. PHYSICAL WORKING CONDITIONS Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction. Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching. Must navigate tight spaces between desks and move furniture to reorganize learning spaces. Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings. Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments. Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference. Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day. General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices. Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes. Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions. School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments. Ability to sustain a very high level of social interaction. Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed. Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis. REPORTS TO Director of Special Education (or designee) The performance of this job will be evaluated as per the Framingham School Committee Contract. Supervisory Responsibilities Assists in the supervision and evaluation of Special Education Teachers, Special Education Aides, and Special Education Assistant Teachers. FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION This position is classified as Exempt (Salaried). TERMS OF EMPLOYMENT Covered under the School Committee Contract. The District reserves the right to transfer personnel as needed. EQUAL EMPLOYMENT OPPORTUNITY (EEO) Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities.This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status. The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice. Revised 2025 #J-18808-Ljbffr Framingham Public Schools