SOCIAL-EMOTIONAL BEHAVIORAL COACH

Framingham Public Schools ( learn more )

Framingham, MA ( map )

Job Details

  • Job ID: 3406059
  • Application Deadline: Posted until Filled
  • Re-posted : January 22, 2021

Job Description

FRAMINGHAM PUBLIC SCHOOLS
DUNNING ELEMENTARY SCHOOL 

TITLE: 
Social-Emotional Behavioral Coach
2020-2021 School Year

POSITION SUMMARY:
The SEB Coach is an integral part of the school’s mission to create a safe, supportive, and engaged learning community. The person in this position is responsible for supporting faculty and staff with the development of tiered supports and interventions to enhance personal and academic success for students. The SEB Coach will work directly with school leaders, teachers, and staff to ensure that social, emotional, and behavioral programming is fully integrated into all aspects of the school experience.

 

OUR MISSION:
Framingham Public Schools is committed to excellence for all students. A core value, embedded in the district’s philosophy and goals, is that “all children will learn”. Offering equitable access to education to all of our students hinges largely on providing the highest quality teachers in every school and classroom. 

Diversity among teachers and staff undoubtedly advances the academic achievement of students. Compliance obligations establish the baseline; as a district, Framingham Public Schools are committed to achieving, developing, and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world. 

Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives, and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery. We want our employees to feel included, valued, and respected and have access to equal opportunity, which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career.

Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from minorities.

CERTIFICATES, LICENSES, REGISTRATIONS:
A valid Massachusetts Teaching license is required.
Additional content area license is encouraged.

 

TRAINING AND EXPERIENCE:
At least a Bachelor’s degree in Social Work, School Counseling, Education, Psychology, or related field. Minimum of 3-5 years of experience working with students with social-emotional and behavioral challenges. Relevant experience in implementing research-based social, emotional, and behavioral best practices. Strong knowledge of the Multi-Tiered System of Supports (MTSS) delivery model and Positive Behavior Intervention Support (PBIS) framework. Skilled in working with students in crisis and utilizing de-escalation techniques. Ability to facilitate high-performing, collaborative teams. Experience with coaching and mentoring educators and/or support staff. Bilingual candidates preferred (Spanish and Portuguese).

 

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity and inclusion in all aspects of education. Also, we are interested in candidates who will bring to their professional practice the perspective that comes from a non-traditional educational background or an understanding of the experiences of those underrepresented in the educational field.

 

SKILLS AND ABILITY:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff, parents and the general public; to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations; to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decision; to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements, state and federal laws, and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Teachers Association (Unit A) Contract); to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears to witness to cultural proficiency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.); to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development.

 

Experience evaluating student skills and writing reports to interpret/summarize findings. Strong collaborative, teaching, coaching, and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content area as well as any related laws and procedures.

 

Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned; and to use instructional technology appropriately and works with students to facilitate their use of instructional technology.

 

Ability to consistently collaborate with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level; and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.


ESSENTIAL DUTIES AND RESPONSIBILITIES: 
The essential functions or duties listed below are intended only as illustrations 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. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

  • Collaborate with school leadership, teachers, and staff to support the implementation of SEB programming and practices. 
  • Align and integrate SEB practices to PBIS and other related efforts and build capacity of staff to implement research-based SEB and PBIS practices with fidelity.
  • Develop and implement the school’s SEB framework, including a Multi-Tiered Systems of Support (MTSS) and evidenced-based interventions.
  • Participate in and/or coordinate a variety of school-based teams to assist in intervention and program planning (e.g., Crisis Team, Student Support Team).
  • Provide coaching and professional learning opportunities to staff in evidence-based approaches that lead to greater teacher effectiveness, higher student achievement, and improved school climate.
  • Assist teachers with classroom management strategies based on current research and best practices through classroom-based coaching and modeling.
  • Oversee development and implementation of crisis protocols and response.
  • Develop and implement SEB data analysis processes to inform SEB practices and priorities.

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.

 

While performing the duties of this job, the employee is regularly required to move about and may be required to traverse occasionally throughout the school building. The employee must also often remain in a stationary position for considerable periods of time. The employee is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl. The employee is expected to lift at least 20 lbs (i.e. books, school supplies, etc.). The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. Occasionally s/he operates a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer). The employee must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids. The employee must be able to communicate effectively with students, parents, and other staff members in person and on the telephone. In the classroom, the employee must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction. On rare occasions, it may be necessary to move quickly across even or uneven surfaces. The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being, and work output of students.

 

REPORTS TO: 
Director of Wellness and Health Services. The performance of this job will be evaluated as per the Framingham Teachers Association (Unit A) Contract.

SUPERVISORY RESPONSIBILITIES:
None.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:
This position is classified as Exempt (Professional).

TERMS OF EMPLOYMENT:
Covered under Framingham Teachers Association (Unit A) Contract. Please note that the District reserves the right to transfer all personnel among buildings on an as-needed basis to serve the best interests of all students as long as this does not conflict with the Framingham Teachers Association (Unit A) Contract.

 

HELPFUL LINKS:

 

Framingham Teachers Association Contract

Click here for more information about our amazing benefits! 

 

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, or veteran status.

  • Position Type: Full-time
  • Job Categories : Special Education > Behavior Specialist / EBD
    Special Education > Emotionally Disabled
    Athletics & Activities > Coaching
  • Equal Opportunity Employer

    Framingham Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

    Contact Information

    • Tiago Gadens , Staffing Manager
    • 73 Mt Wayte Ave
    • Framingham, Massachusetts 01702

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