Framingham Public Schools
TITLE
Behavior Specialist POSITION SUMMARY
The behavior specialist supports students enrolled in Framingham Public Schools’ specialized programs for students with emotional disabilities. This position plays a key role in helping students build the skills necessary to manage their emotions and behaviors, develop positive coping and problem‑solving strategies, and successfully engage in academic and social settings. The behavior specialist collaborates closely with program leadership, staff, related service providers, and classroom teachers to design and implement behavior intervention plans, model evidence‑based strategies, and promote the generalization of skills across settings. The specialist also provides ongoing coaching and consultation to staff to strengthen program‑wide implementation of trauma‑informed and behaviorally supportive practices. OUR MISSION
Framingham Public Schools is committed to excellence for all students. Through a comprehensive education, we aim to create and empower free‑thinking, responsible citizens who can participate equally in our rich and diverse community. FPS and the community stand united in our core values: Providing a safe, inclusive, culturally responsive teaching and learning environment; Engaging antiracist and responsible civic advocates; Respecting diversity of thoughts, learners, culture, and community; Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active, participatory, equitable community. Framingham Public Schools is dedicated to building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from persons with disabilities and who identify as BIPOC. CERTIFICATES, LICENSES, REGISTRATIONS
A valid Massachusetts Teaching license in School Social Worker/School Adjustment Counselor, School Counselor, School Psychologist, or Board Certified Behavior Analyst (BCBA) SKILLS AND ABILITY
Apply knowledge of current research and theory in the educational field Communicate clearly and concisely in oral and written form Effectively present information and respond to questions from groups including staff, parents, and the general public Read, analyze, and interpret professional periodicals and journals, technical procedures, and governmental regulations Write reports and correspondence as needed; use reasoning ability to evaluate information and determine/recommend appropriate course of action Define problems, collect data, establish facts and draw valid conclusions; use professional literature, evidence‑based research, and continuing education content to make practice decisions Establish and maintain effective working relationships with students, parents, staff, and the community; work independently, prioritize tasks, and manage several projects simultaneously Maintain appropriate confidential records; react professionally and objectively to unpredictable situations; operate and acquire computer skills including Google and Canvas ESSENTIAL DUTIES AND RESPONSIBILITIES
Provide direct support and coaching to students in specialized programs to build self‑regulation, coping, and social‑emotional skills Implement and monitor individualized behavior intervention plans (BIPs), skill development plans, and safety plans in collaboration with the school social worker, BCBA, and educational team Collect and analyze behavioral data to inform decision‑making and measure student progress Support students in behavioral crises through de‑escalation strategies, problem‑solving conversations, and collaboration with other staff Push into general education or program classrooms to assist students in generalizing learned skills and to support consistent implementation of strategies Participate in team meetings (e.g., IEP meetings, clinical team meetings, data meetings) to share progress updates and behavioral insights Provide modeling, consultation, and feedback to staff to ensure fidelity of positive behavior support strategies and trauma‑informed approaches Utilize various interventions such as reinforcement procedures, prompting, shaping, and chaining Maintain accurate documentation of behavioral data, interventions, and student progress notes Create data‑collection sheets and track progress toward goals and objectives outlined in the IEP or BIP Ensure that all behavioral support programs and interventions are being taught or implemented consistently Attend team meetings, and update students IEP goals and progress as assigned Support classroom teachers with classroom management strategies, including but not limited to modeling of classroom management practices, coaching on classroom structure and setup to support behavior management, coaching on de‑escalation and re‑engagement strategies in the classroom Provide IEP services centered around behavioral goals, as appropriate and assigned Support the implementation of classroom and program systems and routines to support attendance, participation, and student engagement May be required to utilize Safety Care strategies and engage in physical management of students in emergency situations Provide feedback to assistants and aides regarding behavior plan implementation, and related matters Develop agendas for, schedule, organize, and run debriefs of student behavioral crisis and conduct incidents PHYSICAL WORKING CONDITIONS
Must be required to move about and may be required to traverse occasionally throughout the school building Must often remain in a stationary position for considerable periods of time Is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl Is expected to lift at least 20 lbs (i.e., books, school supplies, etc.) Must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools Must be able to assist students who have physical difficulties Operate a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer) Must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids Must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone In the classroom, must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction Must be able to assist students who have physical difficulties May be required to move quickly across even or uneven surfaces Working in a normal school environment with an acceptable level of noise Must interact with students, parents, and other staff members Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day Is directly responsible for the safety, well‑being, and work output of students Must be able to interact with students, parents, and other staff members and occasionally must meet multiple demands from several people While the majority of the workday is spent inside, must spend time outdoors for recess, fire drills, and special activities May be exposed to bodily fluids, disease, or pathogens May receive unintentional injuries from aggressive students; and May be required some degree of physical interaction with students who have difficulty controlling physical behavior REPORTS TO
Building Principal. The performance of this job will be evaluated as per the Framingham Teachers Association (Unit A) Contract. SUPERVISORY RESPONSIBILITIES
Not applicable. FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
This position is classified as Exempt (Professional). TERMS OF EMPLOYMENT
Covered under the Framingham Teachers Association (Unit A) Contract. Please note that the District reserves the right to transfer all personnel among buildings on an as‑needed basis to serve the best interests of all students as long as this does not conflict with the Framingham Teachers Association (Unit A) Contract. EEO STATEMENT
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, or veteran status.
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Behavior Specialist POSITION SUMMARY
The behavior specialist supports students enrolled in Framingham Public Schools’ specialized programs for students with emotional disabilities. This position plays a key role in helping students build the skills necessary to manage their emotions and behaviors, develop positive coping and problem‑solving strategies, and successfully engage in academic and social settings. The behavior specialist collaborates closely with program leadership, staff, related service providers, and classroom teachers to design and implement behavior intervention plans, model evidence‑based strategies, and promote the generalization of skills across settings. The specialist also provides ongoing coaching and consultation to staff to strengthen program‑wide implementation of trauma‑informed and behaviorally supportive practices. OUR MISSION
Framingham Public Schools is committed to excellence for all students. Through a comprehensive education, we aim to create and empower free‑thinking, responsible citizens who can participate equally in our rich and diverse community. FPS and the community stand united in our core values: Providing a safe, inclusive, culturally responsive teaching and learning environment; Engaging antiracist and responsible civic advocates; Respecting diversity of thoughts, learners, culture, and community; Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active, participatory, equitable community. Framingham Public Schools is dedicated to building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from persons with disabilities and who identify as BIPOC. CERTIFICATES, LICENSES, REGISTRATIONS
A valid Massachusetts Teaching license in School Social Worker/School Adjustment Counselor, School Counselor, School Psychologist, or Board Certified Behavior Analyst (BCBA) SKILLS AND ABILITY
Apply knowledge of current research and theory in the educational field Communicate clearly and concisely in oral and written form Effectively present information and respond to questions from groups including staff, parents, and the general public Read, analyze, and interpret professional periodicals and journals, technical procedures, and governmental regulations Write reports and correspondence as needed; use reasoning ability to evaluate information and determine/recommend appropriate course of action Define problems, collect data, establish facts and draw valid conclusions; use professional literature, evidence‑based research, and continuing education content to make practice decisions Establish and maintain effective working relationships with students, parents, staff, and the community; work independently, prioritize tasks, and manage several projects simultaneously Maintain appropriate confidential records; react professionally and objectively to unpredictable situations; operate and acquire computer skills including Google and Canvas ESSENTIAL DUTIES AND RESPONSIBILITIES
Provide direct support and coaching to students in specialized programs to build self‑regulation, coping, and social‑emotional skills Implement and monitor individualized behavior intervention plans (BIPs), skill development plans, and safety plans in collaboration with the school social worker, BCBA, and educational team Collect and analyze behavioral data to inform decision‑making and measure student progress Support students in behavioral crises through de‑escalation strategies, problem‑solving conversations, and collaboration with other staff Push into general education or program classrooms to assist students in generalizing learned skills and to support consistent implementation of strategies Participate in team meetings (e.g., IEP meetings, clinical team meetings, data meetings) to share progress updates and behavioral insights Provide modeling, consultation, and feedback to staff to ensure fidelity of positive behavior support strategies and trauma‑informed approaches Utilize various interventions such as reinforcement procedures, prompting, shaping, and chaining Maintain accurate documentation of behavioral data, interventions, and student progress notes Create data‑collection sheets and track progress toward goals and objectives outlined in the IEP or BIP Ensure that all behavioral support programs and interventions are being taught or implemented consistently Attend team meetings, and update students IEP goals and progress as assigned Support classroom teachers with classroom management strategies, including but not limited to modeling of classroom management practices, coaching on classroom structure and setup to support behavior management, coaching on de‑escalation and re‑engagement strategies in the classroom Provide IEP services centered around behavioral goals, as appropriate and assigned Support the implementation of classroom and program systems and routines to support attendance, participation, and student engagement May be required to utilize Safety Care strategies and engage in physical management of students in emergency situations Provide feedback to assistants and aides regarding behavior plan implementation, and related matters Develop agendas for, schedule, organize, and run debriefs of student behavioral crisis and conduct incidents PHYSICAL WORKING CONDITIONS
Must be required to move about and may be required to traverse occasionally throughout the school building Must often remain in a stationary position for considerable periods of time Is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl Is expected to lift at least 20 lbs (i.e., books, school supplies, etc.) Must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools Must be able to assist students who have physical difficulties Operate a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer) Must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids Must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone In the classroom, must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction Must be able to assist students who have physical difficulties May be required to move quickly across even or uneven surfaces Working in a normal school environment with an acceptable level of noise Must interact with students, parents, and other staff members Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day Is directly responsible for the safety, well‑being, and work output of students Must be able to interact with students, parents, and other staff members and occasionally must meet multiple demands from several people While the majority of the workday is spent inside, must spend time outdoors for recess, fire drills, and special activities May be exposed to bodily fluids, disease, or pathogens May receive unintentional injuries from aggressive students; and May be required some degree of physical interaction with students who have difficulty controlling physical behavior REPORTS TO
Building Principal. The performance of this job will be evaluated as per the Framingham Teachers Association (Unit A) Contract. SUPERVISORY RESPONSIBILITIES
Not applicable. FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
This position is classified as Exempt (Professional). TERMS OF EMPLOYMENT
Covered under the Framingham Teachers Association (Unit A) Contract. Please note that the District reserves the right to transfer all personnel among buildings on an as‑needed basis to serve the best interests of all students as long as this does not conflict with the Framingham Teachers Association (Unit A) Contract. EEO STATEMENT
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, or veteran status.
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