Social-Emotional Behavioral (SEB) Coach

Framingham Public Schools•Framingham, MA

5d•Onsite

About The Position

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.

Requirements

Valid Massachusetts Teaching License in: Any Grades 1-6 License
SEI Endorsement
A Bachelor’s Degree from an accredited college or university in Elementary Education or a related field required
Demonstrated experience in a leadership or mentorship capacity (e.g., Department Head, Grade Level Lead, or Mentor Teacher)
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.
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.
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.
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.
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.
Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and coach colleagues in resolving peer conflicts constructively.
Skill in aligning daily lesson plans and school-based "Team Time" with the Massachusetts Curriculum Frameworks and District-wide strategic initiatives.
Mastery of instructional technology (Google Workspace, interactive whiteboards, and content-specific software) to enhance student engagement and facilitate teacher training.
Ability to lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district-level curriculum goals and school-based execution.
Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.
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.
Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.
Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
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.
Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.
Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments.
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.

Nice To Haves

Master's Degree preferred
Bilingual proficiency in Spanish and/or Portuguese is encourage.

Responsibilities

Assist teachers with classroom management strategies based on current research and best practices through classroom-based coaching, modeling, and feedback.
Develop content and deliver professional development sessions to staff in evidence-based approaches that lead to greater teacher effectiveness and improved school climate.
Align and integrate SEB practices to PBIS and other related efforts; build staff capacity to implement research-based practices with fidelity.
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.
Develop and implement the school’s SEB framework, including Multi-Tiered Systems of Support (MTSS) and evidenced-based interventions.
Develop and implement SEB data analysis processes to inform school practices, priorities, and student-centered decision-making.
Oversee the development and implementation of school-wide crisis protocols and response procedures.
Plan and implement lessons based on school objectives and use instructional technology appropriately to facilitate student use.
Collaborate with school leadership, teachers, and staff to support the implementation of SEB programming and practices.
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.
Establish and maintain effective working relationships with students, parents, staff, and the community.
Attend staff meetings and serve on staff and/or school committees as required.
Consults regularly with students, families, and community partners to foster a collaborative approach to student success.
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.
Other duties as assigned.