Special Education Early Education Teacher

About the role

The Special Education Early Education Teacher serves as a primary educator and instructional leader, delivering high-quality instruction to ensure all students achieve academic proficiency. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child" by supporting academic, social-emotional, and mental health needs.

Responsibilities

• Plans a comprehensive program of study that meets the individual needs and abilities of preschool learners.
• Develops lesson plans and instructional materials that facilitate active learning and align with the Massachusetts Curriculum Frameworks.
• Employs instructional methods that ensure all students have access to high-quality pedagogy.
• Creates an environment conducive to learning and appropriate to the maturity and interests of preschool students.
• Maintains an inclusive, equitable, and safe classroom culture for all students and staff members.
• Affirms student performance on a regular basis to monitor progress and adjust teaching strategies accordingly.
• Maintains accurate and complete records of student development in compliance with district policies and legal requirements.
• Consults regularly with students, families, and community partners to foster a collaborative approach to student success.
• Participates in PLCs and multidisciplinary teams (Special Education, ESL, Mental Health) to coordinate comprehensive support for students.
• Communicates student progress, challenges, and achievements clearly and promptly to parents and guardians, ensuring language accessibility where needed.
• Collaborates with administration to implement school-wide policies and initiatives that enhance the school culture and student conduct.
• Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
• Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
• Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.

Requirements

• A Bachelor’s Degree from an accredited college or university in Elementary Education or a related field required; Master’s Degree preferred.
• Proven track record of delivering high-quality instruction and managing a diverse classroom environment.
• Experience working in a school district or educational setting is required.
• Bilingual proficiency in Spanish and/or Portuguese is preferred.

Qualifications

• Valid Massachusetts Teaching License in Early Childhood (Grades PreK-2); and Moderate Disabilities (Grades PreK-2 or PreK-8); and SEI Endorsement Training.

Skills

• Differentiated Instruction: Ability to design and implement Tier 1 and Tier 2 instructional interventions to meet the diverse needs of students, including those with IEPs, 504 plans, and English Language Learners.
• Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery.
• Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture.
• Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency.
• Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
• Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
• Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
• Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (special education, ESL, and mental health staff) to support student success.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
• Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.

Benefits

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Pay

To be determined according to the Framingham Teachers Association (Unit A) Contract.

Schedule

To be determined according to the Framingham Teachers Association (Unit A) Contract.