<p>FRAMINGHAM PUBLIC SCHOOLS</p> <p>Follow us on LinkedIn</p> <p>Social-Emotional Behavioral (SEB) Coach</p> <p>Harmony Grove Elementary School</p> <p>2026-2027 School Year</p> <p>POSITION SUMMARY</p> <p>The SEB Coach is an integral part of the school's mission to create a safe, supportive, and engaged learning community. The person in this position is responsible for supporting faculty and staff with the development of tiered supports and interventions to enhance personal and academic success for students. The SEB Coach will work directly with school leaders, teachers, and staff to ensure that social, emotional, and behavioral programming is fully integrated into all aspects of the school experience. 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.</p> <p>Click here for more information about our amazing benefits!</p> <p>OUR MISSION</p> <p>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. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.</p> <p>Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.</p> <p>ABOUT FRAMINGHAM</p> <p>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.</p> <p>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.</p> <p>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.</p> <p>CERTIFICATES, LICENSES, REGISTRATIONS</p> <p>Valid Massachusetts Teaching License in:</p> <ul> <li> <p>Any Grades 1-6 License</p> </li><li> <p>SEI Endorsement</p> </li></ul> <p>TRAINING AND EXPERIENCE</p> <p>Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education.</p> <ul> <li> <p>Educational Requirement: A Bachelor's Degree from an accredited college or university in Elementary Education or a related field required; Master's Degree preferred.</p> </li><li> <p>Professional Experience: 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. Must have a proven track record of developing instructional content and delivering professional development sessions to staff.</p> </li><li> <p>Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encourage.</p> </li></ul> <p>SKILLS AND ABILITY</p> <p>To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:</p> <ul> <li> <p>Instructional Coaching & Modeling: Ability to design and implement Tier 1 and Tier 2 instructional interventions while modeling these practices for peers to meet the diverse needs of students, including those with IEPs, 504 plans, and multilingual learners.</p> </li><li> <p>Data-Driven Systemic Support: Proficiency in analyzing standardized and formative assessment data (e.g., ACCESS, MCAS, AMIRA, DIBELS, i-Ready, or other content-based assessments) to track student growth, inform school-wide interventions, and guide teachers in adjusting instructional delivery.</p> </li><li> <p>Social-Emotional & Trauma-Informed Advocacy: Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed culture across all content areas.</p> </li><li> <p>Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices (e.g., Foundational Literacy, the 5E Model for STEAM, or Second Language Acquisition) to ensure all students reach grade-level proficiency.</p> </li><li> <p>Restorative Practices & Conflict Transformation: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and coach colleagues in resolving peer conflicts constructively.</p> </li><li> <p>District-to-School Strategic Alignment: Skill in aligning daily lesson plans and school-based "Team Time" with the Massachusetts Curriculum Frameworks and District-wide strategic initiatives.</p> </li><li> <p>Adaptive Technology Integration: Mastery of instructional technology (Google Workspace, interactive whiteboards, and content-specific software) to enhance student engagement and facilitate teacher training.</p> </li><li> <p>Collaborative & Systemic Leadership: Ability to lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district-level curriculum goals and school-based execution.</p> </li><li> <p>Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.</p> </li><li> <p>Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.</p> </li></ul> <p>ESSENTIAL DUTIES AND RESPONSIBILITIES</p> <p>The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.</p> <p>I. Instructional Coaching & Staff Support</p> <ul> <li> <p>Assist teachers with classroom management strategies based on current research and best practices through classroom-based coaching, modeling, and feedback.</p> </li><li> <p>Develop content and deliver professional development sessions to staff in evidence-based approaches that lead to greater teacher effectiveness and improved school climate.</p> </li><li> <p>Align and integrate SEB practices to PBIS and other related efforts; build staff capacity to implement research-based practices with fidelity.</p> </li><li> <p>Regularly provide advice and expertise to general education teachers and the school community to support the creation of effective academic, behavioral, and social-emotional learning experiences.</p> </li></ul> <p>II. Systems & Program Management</p> <ul> <li> <p>Develop and implement the school's SEB framework, including Multi-Tiered Systems of Support (MTSS) and evidenced-based interventions.</p> </li><li> <p>Develop and implement SEB data analysis processes to inform school practices, priorities, and student-centered decision-making.</p> </li><li> <p>Oversee the development and implementation of school-wide crisis protocols and response procedures.</p> </li><li> <p>Plan and implement lessons based on school objectives and use instructional technology appropriately to facilitate student use.</p> </li></ul> <p>III. Collaborative Leadership & Coordination</p> <ul> <li> <p>Collaborate with school leadership, teachers, and staff to support the implementation of SEB programming and practices.</p> </li><li> <p>Participate in and/or coordinate a variety of school-based teams (e.g., Crisis Team, Student Support Team) to assist in intervention and program planning.</p> </li><li> <p>Establish and maintain effective working relationships with students, parents, staff, and the community.</p> </li><li> <p>Attend staff meetings and serve on staff and/or school committees as required.</p> </li></ul> <p>IV. Communication and Collaboration</p> <ul> <li> <p>Consults regularly with students, families, and community partners to foster a collaborative approach to student success.</p> </li><li> <p>Communicates student progress, challenges, and achievements clearly and promptly to parents and guardians, ensuring language accessibility where needed.</p> </li><li> <p>Collaborates with administration to implement school-wide policies and initiatives that enhance the school culture and student conduct.</p> </li></ul> <p>V. Professional Responsibilities and Development</p> <ul> <li> <p>Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.</p> </li><li> <p>Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.</p> </li><li> <p>Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.</p> </li></ul> <p>Other duties as assigned.</p> <p>PHYSICAL WORKING CONDITIONS</p> <p>The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.</p> <ul> <li> <p>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.</p> </li><li> <p>Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.</p> </li><li> <p>Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.</p> </li><li> <p>Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.</p> </li><li> <p>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.</p> </li><li> <p>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.</p> </li><li> <p>Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.</p> </li><li> <p>Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.</p> </li><li> <p>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.</p> </li><li> <p>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.</p> </li></ul> <p>REPORTS TO</p> <ul> <li>Building Principal (and/or Designee). </li><li>The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract. </li></ul> <p>FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION</p> <ul> <li>This position is classified as Exempt (Professional). </li></ul> <p>TERMS OF EMPLOYMENT</p> <ul> <li> <p>Covered under Framingham Teachers Association (Unit A) Contract.</p> </li><li> <p>Work Year: 185 days (Ten-Months)</p> </li><li> <p>The District reserves the right to transfer personnel as needed.</p> </li></ul> <p>EQUAL EMPLOYMENT OPPORTUNITY (EEO)</p> <p>Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities.This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.</p> <p>The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice.</p> <p>Revised 2026</p>