Special Education Teacher (2026-2027 SY)

Special Education Teacher (2026-2027 SY) Framingham Public Schools Department of Special Education – Framingham, Massachusetts. Job Details Job ID: 5653042 Application Deadline: Posted until filled Posted: Apr 17, 2026 4:00 AM (UTC) Starting Date: Aug 24, 2026 Position Type: Full‑time Salary: $57,727 to $124,666 Per Year Job Description

POSITION SUMMARY

The Special Education Teacher for the 18‑22 CONNECT Program provides direct instruction and transitional support through a sub‑separate service model. The teacher acts as a lead transition specialist, delivering a combination of direct instruction and practical, real‑world experiences designed for young adults with disabilities. This role supports students in achieving success in post‑secondary education, employment, and independent living.

CERTIFICATES, LICENSES, REGISTRATIONS

Valid Massachusetts Teaching License for Moderate Disabilities (5‑12) and SEI Endorsement.

TRAINING AND EXPERIENCE

Educational Requirement: Bachelor’s Degree 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 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 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

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

Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds. 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 be able 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 on the Framingham Public Schools School Committee website. Job Requirements Citizenship, residency or work visa required. Contact Information Natalya Mains, CONNECT Program Coordinator. FHS – Learning Center. Email: View email address on click.appcast.io. #J-18808-Ljbffr Anova Education