School Social Worker - BRYT/Bridge Program

FRAMINGHAM PUBLIC SCHOOLS

School Social Worker - BRYT/Bridge Program Fuller Middle School 2026-2027 School Year Start Date: November 30, 2026 Position Summary The School Social Worker provides direct clinical and systemic support to students facing social and emotional barriers to academic success. By delivering evidence-based interventions and fostering strong school-family-community partnerships, the Social Worker ensures that all students have equal access to high-quality instruction and academic achievement. 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: School Social Worker / School Adjustment Counselor (All Levels) Training and Experience A Master’s Degree from an accredited college or university in Social Work, Counseling, or a related field is required. Proven track record of delivering high-quality clinical support and managing diverse caseloads. Experience working with students in academic, social/emotional, and career domains within a school district or clinical setting is preferred. Bilingual proficiency in Spanish and/or Portuguese is encouraged. Skills and Ability Clinical Intervention & Support: Ability to design and implement Tier 1, Tier 2, and Tier 3 social‑emotional interventions to meet the diverse psychological and behavioral needs of students, including those with IEPs and 504 plans. Data-Driven Decision Making: Proficiency in collecting and analyzing behavioral data, social‑emotional screening results, and attendance patterns to inform clinical interventions and track student progress toward IEP goals. Multi-Tiered Systems of Support (MTSS): Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school-wide strategies that promote academic success and social‑emotional wellness. Clinical Case Management: Skill in coordinating complex cases by serving as a liaison between families, school-based teams, and community agencies such as DCF, Psychiatric Emergency Services, and the juvenile court system. Restorative Practices & Crisis Management: Mastery of restorative justice, conflict transformation, and de‑escalation techniques; ability to provide immediate crisis intervention and lead re‑entry meetings for students returning from outside placements. Compliance & Ethics: Thorough knowledge of the principles, practices, and ethical standards of school social work/counseling, including the maintenance of clinical confidentiality and accurate record‑keeping. Instructional Technology: Proficiency in using Google Workspace for Education and specialized data-tracking software to manage caseloads, monitor progress, and facilitate collaborative planning. Communication: Ability to communicate clearly and concisely to diverse stakeholders, effectively translating clinical observations into actionable educational strategies for teachers and parents. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families, ensuring language accessibility in all clinical communications. Professionalism & Clinical Composure: Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high‑stakes emotional situations or behavioral escalations. Essential Duties and Responsibilities I. Clinical & Student Support Provides individual and group counseling focusing on therapeutic relationships and systemic change to support students’ social‑emotional well‑being. Serves as an active member of the school’s Crisis Team and provides representation to the district-wide Crisis Task Force as needed. Participates in Special Education TEAM meetings, conducts Social/Developmental Histories, and provides direct clinical support to assigned special education programs. II. Systemic Liaison & Advocacy Serves as the primary school liaison to the Department of Children and Families (DCF), Psychiatric Emergency Services, and juvenile courts. Acts as the in‑building coordinator for McKinney‑Vento students and collaborates with the Multilingual Department to support the emotional needs of English Learners. Convenes and leads re‑entry meetings for students returning from treatment facilities or outside placements to ensure a successful transition back to the academic setting. III. Staff & Family Consultation Provides clinical strategies and resources to assist faculty in managing complex behavioral and emotional issues within the classroom. Conducts direct outreach and provides advocacy for families, ensuring language accessibility and identifying home-based strengths that promote student functioning. IV. Management & Compliance Maintain comprehensive, secure, and confidential records of student progress and clinical interventions. Fulfill special education responsibilities, including serving as a member of the evaluation team and conducting home assessments. Complete all reports related to IEP goals and progress monitoring for students with special needs. V. Professional Responsibilities & 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; 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 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 Framingham Public Schools