Special Education Teacher for the High School Evening Academy (0.50 FTE)

About the Role

The Special Education Teacher for Inclusion provides critical instructional support through a combination of pull-out and push-in service models, collaborating directly with general education teachers to ensure all students achieve academic success, independence, and meaningful participation in the learning environment. 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.

The FHS Academy - Evening at Thayer Campus is designed to provide students with flexible access to credit-bearing coursework in a hybrid learning environment that meets their academic, personal, and logistical needs. The program blends asynchronous instruction with structured in-person support, offering students a pathway to success outside of the traditional school day.

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 the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population.

Requirements

• Valid Massachusetts Teaching License in:
  • Moderate Disabilities (PreK-2) and SEI Endorsement; or
  • Moderate Disabilities (PreK-8) and SEI Endorsement; or
  • Moderate Disabilities (5-12) and SEI Endorsement.
• Bachelor’s Degree from an accredited college or university in a related field (Master’s Degree preferred).
• Proven track record of delivering high-quality behavior intervention and managing diverse, high-needs classroom environments.
• Experience in a sub-separate or specialized school district setting is required.
• Bilingual proficiency in Spanish and/or Portuguese is encouraged.

Skills and Abilities

• Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs.
• 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 (ESL and Support 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.

Responsibilities

Planning, Preparation, and Instruction

• Provides direct and indirect research-based specialized instruction to address the goals and objectives within each student’s IEP.
• Employs various teaching techniques and principles of learning to enable students to meet IEP goals.
• Creates a positive learning experience using appropriate sources, including iPads.
• Provides instruction with measurable outcomes, making progress toward higher-order thinking skills.
• Demonstrates knowledge of developmental levels by providing differentiated learning experiences.

IEP Development and Compliance

• Develops and implements annual IEP plans, including present levels of performance, goals, and required related services.
• Ensures compliance with IEPs and legal timelines; maintains accurate and complete student records.
• Conducts formal special education evaluations and reevaluations.
• Prepares required reports on children and activities as mandated by law and district policy.

Assessment and Data-Informed Practice

• Assesses student progress and determines the need for adjustments to instructional techniques.
• Organizes, conducts, and analyzes results from educational assessments to adjust practice and delivery.

Communication and Collaboration

• Serves as the primary contact and liaison for parents and families.
• Schedules and participates in Team meetings to develop instructional strategies.
• Collaborates with general education teachers to modify and accommodate curriculum as needed.
• Coordinates the delivery of special education services outlined in each student’s IEP.
• Collaborates with paraprofessionals to ensure consistency and student success.

Professional Responsibilities and Development

• 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.

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

This is a 0.50 FTE (half-time) position for the 2026-2027 school year, covering 185 days (ten-month work year).

Benefits

Framingham Public Schools offers a comprehensive benefits package. Click here for more information about our benefits.