<p>FRAMINGHAM PUBLIC SCHOOLS</p> <p>Follow us on LinkedIn</p> <p>Coordinator of the Special Education Learning Center</p> <p>Framingham High School</p> <p>2026-2027 School Year</p> <p>POSITION SUMMARY</p> <p>The Coordinator of the Special Education Learning Center provides strategic leadership and administrative oversight for the Learning Center program. Reporting to the Director of Special Education and the Building Principal, this role ensures the delivery of high-quality special education services for students with complex needs, including Autism, Intellectual Impairments, and multiple disabilities. 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>The Special Education Learning Center is a specialized, substantially separate special education program designed for students with Intellectual, Neurological, and Multiple Disabilities, as well as those on the Autism Spectrum. The program bridges the gap between high-support specialized instruction and the standard high school experience.</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>Special Education Administrator (All Levels) or Supervisor/Director, and</p> </li><li> <p>SEI Endorsement for Administrators</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 Background: At least a Master's Degree or Bachelor's Degree in Special Education, Educational Leadership, or a related field.</p> </li><li> <p>Professional Experience: Minimum of five (5) years as a Special Education teacher in a public school setting is preferred.</p> </li><li> <p>Clinical Expertise: Proven experience working with students with Autism, Intellectual Impairments, and multiple disabilities.</p> </li><li> <p>Specialized Skills: Expertise in augmentative communication, transition planning, and ABA methodologies.</p> </li><li> <p>Language Skills: Bilingual proficiency in Spanish and/or Portuguese is preferred.</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>Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs. </li><li>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. </li><li>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. </li><li>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. </li><li>Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively. </li><li>Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals. </li><li>Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility. </li><li>Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (ESL, and Support staff) to support student success. </li><li>Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families. </li><li>Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations. </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. Strategic Leadership & Program Design</p> <ul> <li>Develops and communicates a unified vision for the Learning Center program in coordination with the Director of Special Education. </li><li>Ensures all special education services and materials align with standard curriculum goals and district high expectations. </li><li>Facilitates the transition of students from various settings (out-of-district, hospitals, or agencies) into the high school environment. </li></ul> <p>II. Compliance & Evaluation</p> <ul> <li> <p>Oversees the referral, evaluation, and placement processes to ensure 100% compliance with state and federal Special Education Regulations.</p> </li><li> <p>Monitors student records and IEP implementation to maintain strict confidentiality and regulatory standards.</p> </li><li> <p>Facilitates student participation in state testing and transition programming with necessary accommodations.</p> </li></ul> <p>III. Personnel Supervision & Development</p> <ul> <li> <p>Provides supervision, consultation, and evaluation for Special Education Teachers, Aides, and Assistant Teachers under the Principal's direction.</p> </li><li> <p>Assists in the recruitment and hiring of diverse, high-quality talent for the Special Education department.</p> </li><li> <p>Designs and implements in-service training for both special and general education personnel to foster an inclusive school culture.</p> </li></ul> <p>IV. Collaboration & Liaison</p> <ul> <li> <p>Serves as the primary point of contact between Special Education staff, General Education, Bilingual departments, building administration, and community agencies to ensure integrated student support.</p> </li><li> <p>Coordinates with Department Heads and the Director of Special Education to manage the procurement of specialized instructional materials, technology, and supplies.</p> </li><li> <p>Prepares comprehensive reports, data summaries, and correspondence for district leadership regarding compliance, program outcomes, and student status.</p> </li><li> <p>Participates in staff development and maintains expertise in evidence-based research, current educational theories, and specialized methodologies (e.g., ABA and transition planning).</p> </li></ul> <p>Perform other reasonable duties as assigned by the High School Principal.</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>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. </li><li>Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings. </li><li>Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. </li><li>Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference. </li><li>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. </li><li>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. </li><li>Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. </li><li>Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions. </li><li>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. </li><li>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. </li></ul> <p>REPORTS TO</p> <ul> <li>High School Principal (and/or their designee) </li><li>The performance of this job will be evaluated as per the Framingham Administrators Association (Unit B) Contract. </li></ul> <p>SUPERVISORY RESPONSABILITIES</p> <ul> <li>Directly supervises all licensed and non-licensed personnel within the Program. </li></ul> <p>FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION</p> <ul> <li>This position is classified as Exempt (Salaried). </li></ul> <p>TERMS OF EMPLOYMENT</p> <ul> <li> <p>Covered under the Framingham Administrators Association (Unit B) Contract.</p> </li><li> <p>Work Year: 200 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>