Special Education Teacher

FRAMINGHAM PUBLIC SCHOOLS Special Education Teacher Barbieri Elementary School 2026-2027 School Year The Special Education Teacher for Inclusion provides critical instructional support through a combination of pull out and push-in service model, collaborating directly with general education teachers to ensure all students achieve academic success, independence, and meaningful participation in the learning environment. In this role, the teacher acts as a specialized support partner, delivering research-based interventions and modifications within the general education environment. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child" by supporting academic, social-emotional, and mental health needs. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools. 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 Moderate Disabilities (PreK-2) and SEI Endorsement; or Moderate Disabilities (PreK-8) and SEI Endorsement; or Moderate Disabilities (5-12) and SEI Endorsement. Training And Experience Educational Requirement: A Bachelor’s Degree from an accredited college or university in a related field is required; Master’s Degree preferred. Professional Experience: Proven track record of delivering high-quality behavior intervention and managing diverse, high-needs classroom environments. Experience in a sub-separate or specialized school district setting is required. Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged. Skills And Ability Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs. Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery. Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture. Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency. Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively. Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals. Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility. Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (ESL, and Support staff) to support student success. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families. Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations. 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. Planning, Preparation, and Instruction Provides direct and indirect research-based specialized instruction to address the goals and objectives within each student’s IEP. Employs various teaching techniques and principles of learning to enable students to meet IEP goals. Creates a positive learning experience using appropriate sources, including iPads. Provides instruction with measurable outcomes, making progress toward higher-order thinking skills. Demonstrates knowledge of developmental levels by providing differentiated learning experiences. II. IEP Development and Compliance Develops and implements annual IEP plans, including present levels of performance, goals, and required related services. Ensures compliance with IEPs and legal timelines; maintains accurate and complete student records. Conducts formal special education evaluations and reevaluations. Prepares required reports on children and activities as mandated by law and district policy. III. Assessment and Data-Informed Practice Assesses student progress and determines the need for adjustments to instructional techniques. Organizes, conducts, and analyzes results from educational assessments to adjust practice and delivery. IV. Communication and Collaboration Serves as the primary contact and liaison for parents and families. Schedules and participates in Team meetings to develop instructional strategies. Collaborates with general education teachers to modify and accommodate curriculum as needed. Coordinates the delivery of special education services outlined in each student's IEP. Collaborates with paraprofessionals to ensure consistency and student success. V. Professional Responsibilities And Development Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks. Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed. Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning. Other Duties As Assigned. PHYSICAL WORKING CONDITIONS The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 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. 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. 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 enable to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. 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. 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. REPORTS TO Building Principal (and/or Designee). The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract. FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION This position is classified as Exempt (Professional). TERMS OF EMPLOYMENT Covered under Framingham Teachers Association (Unit A) Contract. Work Year: 185 days (Ten-Months) 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