BRYT Program Assistant Teacher

About the Role

The BRYT Program Assistant Teacher works within the BRYT Extension Program for Multi-System Involved Youth (DCF/DYS/DMH) to assist students with special needs under the direction of a certified teacher. Operating primarily within an inclusionary setting (least restrictive environment), this role is essential to assisting the classroom teacher with daily instructional activities, addressing students' social-emotional and physical health, and ensuring classroom safety. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to high levels of instruction, academic proficiency for all students, and closing the opportunity and achievement gaps among subgroups within the schools.

About Framingham Public Schools

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.

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 blends urban convenience with New England neighborhoods, characterized by cultural diversity and a strong community spirit. The Framingham Public School system 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.

Requirements

• Associate (or higher) degree, or at least two years of post-secondary education that is equivalent to at least 48 credit hours from an accredited higher education institution (otherwise must pass the Parapro Test) is preferred.
• Proven experience working with children or adolescents, particularly special education students and/or multi-system involved youth (DCF/DYS/DMH), is highly preferred.
• Bilingual proficiency in Spanish and/or Portuguese is preferred.

Skills and Abilities

• Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to students, staff, families, and community members.
• Analytical Thinking: Ability to read, analyze, and interpret professional literature, technical procedures, and governmental regulations.
• Problem-Solving: Sound reasoning and critical-thinking skills to evaluate data, establish facts, draw valid conclusions, and recommend effective courses of action.
• Evidence-Based Practice: Capacity to utilize professional literature, evidence-based research, and continuous learning to inform instructional and practice decisions.
• Relationship Building: Ability to establish and maintain positive, collaborative, and effective working relationships with students, families, colleagues, and the community.
• Organization & Time Management: Strong organizational skills to work independently, prioritize tasks, and manage multiple projects efficiently.
• Compliance & Ethics: Commitment to performing all duties in compliance with district requirements, state/federal laws, and Framingham Public Schools policies, including safeguarding confidential student records (FERPA/HIPAA).
• Professionalism: Maintains composure, professionalism, and a solution-focused approach when responding to unpredictable or challenging situations.
• Technology Integration: Proficiency in utilizing educational technology, operating computers, and navigating software, including Google Workspace for Education.
• Professional Development: Willingness to plan, coordinate, and actively participate in ongoing professional learning, coaching, and staff development.
• Assessment & Data Utilization: Experience evaluating student skills, interpreting assessment data, and using findings effectively to inform instructional decisions and improve student outcomes.
• Instructional Leadership: Strong collaborative, coaching, and lesson-planning skills to design and implement student programming that aligns with district and school goals.
• Cultural Proficiency: Demonstrated cultural competence and responsiveness when working with students and families from diverse backgrounds.
• Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.

Responsibilities

• Classroom Management and Daily Operations:
  • Assists the classroom teacher in maintaining generalized student supervision, classroom organization, and behavioral routines.
  • Helps prepare instructional materials and physical spaces before school, and assists with planning and closeout tasks after school hours.
  • Promotes a safe, inclusive, and trauma-informed culture that affirms student abilities and supports social-emotional health.
• Instructional Support and Student Reinforcement:
  • Works with small groups of students or individual learners under the direct supervision of the teacher to reinforce material initially introduced during lesson delivery.
  • Assists students with curriculum tasks, reading, and recitations, guiding and encouraging their independent skill development without replacing primary instruction.
  • Actively works to dismantle barriers to learning by facilitating active student participation within the classroom environment.
• Health, Safety, and Student Well-being:
  • Assumes direct responsibility for monitoring student safety and well-being during general school activities, recess, fire drills, and specialized program events.
  • Implements restorative strategies and applies behavioral de-escalation techniques when supporting multi-system involved youth or students exhibiting behavioral volatility.
  • Provides physical or limited personal care assistance to students as dictated by individual student needs (e.g., mobility tracking, wheelchair positioning, or toileting support).
• Professional Responsibilities and Collaboration:
  • Participates actively in district staff development programs, workshops, and continuing education efforts.
  • Collaborates closely with school clinicians, coordinators, and the building administrative team to maintain consistent operational support across the BRYT program.
• 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.
• 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.

Schedule

Work Year: 197 days (Ten-Months) - Including 12 paid holidays.