Social Emotional Behavioral (SEB) Coach

Position Summary

The Social Emotional Behavioral (SEB) Coach is a dynamic, multi-faceted leadership role dedicated to fostering student academic efficacy, promoting social-emotional growth, and cultivating an inclusive school culture where every student experiences a deep sense of belonging. Operating at the intersection of student support and staff development, the SEB Coach serves as a vital bridge between administrative vision and classroom reality. 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.

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.

Qualifications

• Valid Massachusetts Teaching License in Grades 1-6
• Bachelor's Degree from an accredited college or university in Elementary Education or a related field required; Master's Degree preferred
• Demonstrated experience in a leadership or mentorship capacity (e.g., Department Head, Grade Level Lead, or Mentor Teacher), with relevant experience in implementing research-based social, emotional, and behavioral best practices
• Proven track record of developing instructional content and delivering professional development sessions to staff
• Bilingual proficiency in Spanish and/or Portuguese is encouraged

Skills and Abilities

• Ability to read and comprehend documents such as memos, safety rules, and procedure manuals; to express ideas clearly in written and oral communication; to work as a team member; to establish and maintain effective working relationships with students, parents, staff, and the community
• Ability to embrace a proactive and solution-focused approach to meeting student needs
• Ability to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner
• Ability to perform duties with awareness of all district requirements and School Committee policies
• Ability to understand and regulate student emotions
• Ability to maintain equilibrium in stressful situations
• Ability to depersonalize and defuse emotional intensity
• Ability to listen responsively (paraphrases, pauses, asks layered questions to mediate thinking) as well as identify, acknowledge, interrupt, and counter bias

Essential Duties and Responsibilities

I. Social-Emotional Learning & Coaching

• Coach teachers on evidence-based SEL strategies and support the effective implementation and teaching of the curriculum
• Assist teachers with classroom management strategies by providing classroom-based coaching, modeling, and feedback on Tier 1 practices
• Develop, write, and integrate SEL curriculum, including the design and facilitation of restorative circles
• Plan, create, and deliver school-based community meetings to foster an inclusive school climate
• Align and integrate SEB practices into PBIS efforts, overseeing school-based PBIS systems to ensure they are implemented with fidelity

II. Systems Support & Behavior Intervention

• Support school-based discipline responses in alignment with the district's Code of Character, Conduct, and Support
• Deliver restorative interventions and accountable consequences that balance student accountability with behavioral growth
• Coach and guide colleagues in classroom-based behavior management and restorative practices to handle conflicts constructively
• Develop and implement SEB data analysis processes to track trends, inform school priorities, and guide student-centered action planning

III. MTSS & Tiered Interventions

• Support the school-based Multi-Tiered Systems of Support (MTSS) process to provide structured academic, behavioral, and social-emotional learning experiences
• Actively participate as a core member of the school's multidisciplinary MTSS team to assist in student intervention and program planning
• Support, design, and coach staff on the delivery of intensive Tier 3 behavior intervention plans
• Establish, manage, and provide oversight for the school-based Check-In/Check-Out (CICO) intervention system

Other Duties As Assigned

Physical Working Conditions

• 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
• Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings
• Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments
• Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference
• 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
• Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices
• Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations
• Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions
• Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments
• 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

Reports To

District MTSS/SEL Coordinator and Building Principal

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
• FLSA Classification: Exempt (Professional)