School Social Worker/School Adjustment Counselor

Framingham Public Schools 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.

About the Role

The 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.

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 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. Framingham is also home to Framingham State University and offers abundant outdoor opportunities.

Requirements

• Valid Massachusetts Teaching License in School Social Worker/School Adjustment Counselor (All Levels).
• Master’s Degree from an accredited college or university in Social Work, Counseling, or a related field.
• 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 Abilities

• Clinical Intervention & Support: 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: Collect and analyze 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): 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: Coordinate 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; 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: 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.

Responsibilities

• Clinical & Student Support:
  • Provide individual and group counseling focusing on therapeutic relationships and systemic change to support students' social-emotional well-being.
  • Serve as an active member of the school's Crisis Team and provide representation to the district-wide Crisis Task Force as needed.
  • Participate in Special Education TEAM meetings, conduct Social/Developmental Histories, and provide direct clinical support to assigned special education programs.
• Systemic Liaison & Advocacy:
  • Serve as the primary school liaison to the Department of Children and Families (DCF), Psychiatric Emergency Services, and juvenile courts.
  • Act as the in-building coordinator for McKinney-Vento students and collaborate with the Multilingual Department to support the emotional needs of English Learners.
  • Convene and lead re-entry meetings for students returning from treatment facilities or outside placements to ensure a successful transition back to the academic setting.
• Staff & Family Consultation:
  • Provide clinical strategies and resources to assist faculty in managing complex behavioral and emotional issues within the classroom.
  • Conduct direct outreach and provide advocacy for families, ensuring language accessibility and identifying home-based strengths that promote student functioning.
• 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.
• Professional Responsibilities & Development:
  • Commit to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
  • Contribute to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
  • Plan and supervise purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.

Physical Working Conditions

• Mobility, Navigation & Travel: Move about and traverse throughout the school building and grounds; frequent standing, walking, bending, stooping, kneeling, and reaching. Navigate tight spaces and move furniture to reorganize learning spaces.
• Stationary Tasks: Remain in a stationary position for considerable periods for instructional delivery, administrative tasks, and meetings.
• Sensory Requirements: 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: 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. Operate a computer, input data, and utilize instructional technology and office productivity machinery continuously.
• General Physical Strength: Lift, move, and position classroom materials and equipment (up to 30 lbs).
• Working Environment: Adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. Sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
• Interaction & Focus: Interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
• School Environment Exposure: 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: Remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; 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.

Schedule

185 days (Ten-Months), covered under Framingham Teachers Association (Unit A) Contract.

Benefits

For more information about our benefits, click here.