School Social Worker/School Adjustment Counselor (BRYT Program)

Framingham Public Schools seeks a School Social Worker/School Adjustment Counselor for the BRYT Program at Cameron Middle School for the 2026-2027 school year. The Social Worker provides direct clinical and systemic support to students facing social and emotional barriers to academic success, delivering evidence-based interventions and fostering strong school-family-community partnerships.

About the Role

The Social Worker ensures all students have equal access to high-quality instruction and academic achievement, aligning with Framingham Public Schools’ commitment to high expectations, equity, and closing the achievement gap. The district values inclusion, cultural responsiveness, and antiracism, actively seeking educators committed to social justice and civic engagement.

About Framingham

Framingham, Massachusetts, is a vibrant and diverse suburban community 20 miles west of Boston. It blends urban convenience with New England charm, offering cultural diversity, strong community spirit, and abundant educational resources. The Framingham Public School system serves a diverse student population across nine elementary schools, three middle schools, and one high school, with dual language programs, comprehensive special education services, and a focus on college and career readiness. Framingham is also home to Framingham State University and features outdoor opportunities like Cushing Memorial Park and Callahan State Park.

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 or clinical setting (preferred).
• Bilingual proficiency in Spanish and/or Portuguese (encouraged).

Skills and Abilities

• Clinical Intervention & Support: Design and implement Tier 1, Tier 2, and Tier 3 social-emotional interventions for students with IEPs and 504 plans.
• Data-Driven Decision Making: Collect and analyze behavioral data, social-emotional screening results, and attendance patterns to inform interventions and track IEP goals.
• Multi-Tiered Systems of Support (MTSS): Collaborate within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school-wide strategies.
• Clinical Case Management: Coordinate complex cases, serving as a liaison between families, school teams, and community agencies (e.g., DCF, Psychiatric Emergency Services, juvenile court).
• Restorative Practices & Crisis Management: Apply restorative justice, conflict transformation, and de-escalation techniques; provide crisis intervention and lead re-entry meetings.
• Compliance & Ethics: Maintain clinical confidentiality, accurate records, and adherence to ethical standards of school social work/counseling.
• Instructional Technology: Proficiency in Google Workspace for Education and specialized data-tracking software for caseload management and progress monitoring.
• Communication: Translate clinical observations into actionable strategies for teachers and parents; communicate clearly with diverse stakeholders.
• Cultural Proficiency: Foster an equitable and inclusive environment, ensuring language accessibility in clinical communications.
• Professionalism & Clinical Composure: Maintain punctuality, professionalism, and objective judgment in high-stakes emotional situations.

Responsibilities

• Clinical & Student Support:
  • Provide individual and group counseling to support students' social-emotional well-being.
  • Serve on the school’s Crisis Team and district-wide Crisis Task Force.
  • Participate in Special Education TEAM meetings, conduct Social/Developmental Histories, and support assigned special education programs.
• Systemic Liaison & Advocacy:
  • Serve as the primary liaison to DCF, Psychiatric Emergency Services, and juvenile courts.
  • Coordinate support for McKinney-Vento students and collaborate with the Multilingual Department for English Learners.
  • Lead re-entry meetings for students returning from treatment facilities or outside placements.
• Staff & Family Consultation:
  • Provide clinical strategies and resources to faculty for managing behavioral and emotional issues.
  • Conduct outreach and advocacy for families, ensuring language accessibility and identifying home-based strengths.
• Management & Compliance:
  • Maintain secure, confidential records of student progress and interventions.
  • Fulfill special education responsibilities, including evaluation team participation and home assessments.
  • Complete reports related to IEP goals and progress monitoring.
• Professional Development:
  • Engage in ongoing professional development, staying current with evidence-based and antiracist practices.
  • Participate in staff meetings, committees, and extracurricular activities.
  • Supervise educational support staff and volunteers.

Physical Working Conditions

• Mobility, Navigation & Travel: Move throughout the school building and grounds; frequent standing, walking, bending, stooping, kneeling, and reaching. Navigate tight spaces and reorganize learning environments.
• Stationary Tasks: Remain in a stationary position for instruction, administrative tasks, and meetings.
• Sensory Requirements: Continuous visual and auditory acuity to monitor students and ensure safety in active environments.
• Communication: Communicate clearly in person, via email, telephone, or video conference.
• Manual Dexterity & Technology: Frequent use of hands for typing, handling materials, and operating instructional technology.
• General Physical Strength: Lift and move classroom materials and equipment (up to 30 lbs).
• Working Environment: Adapt to dynamic, high-noise school environments; exposure to classroom germs and temperature changes.
• Interaction & Focus: Interact with diverse stakeholders, manage multiple demands, and maintain focus amid interruptions.
• Behavioral De-escalation & Resilience: Remain calm in high-stakes emotional situations; apply de-escalation techniques and handle conflict professionally.

Schedule

• 185-day work year (ten-month position).

Reports to the Building Principal (and/or designee). Position is classified as Exempt (Professional) under the Fair Labor Standards Act (FLSA) and is covered under the Framingham Teachers Association (Unit A) Contract.