Special Education Early Education Teacher

Framingham Public Schools•Framingham, MA

11h•Onsite

About The Position

The Special Education Early Education Teacher serves as a primary educator and instructional leader, delivering high-quality instruction to ensure all students achieve academic proficiency. 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. 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: Early Childhood (Grades PreK-2) with SEI Endorsement
A Bachelor’s Degree from an accredited college or university in Elementary Education or a related field required
Proven track record of delivering high-quality instruction and managing a diverse classroom environment.
Experience working in a school district or educational setting is required.
Ability to design and implement Tier 1 and Tier 2 instructional interventions to meet the diverse needs of students, including those with IEPs, 504 plans, and English Language Learners.
Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery.
Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture.
Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency.
Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (special education, ESL, and mental health staff) to support student success.
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.
Must be able to frequently sit on the floor, get up and down from the floor, and work at the "eye level" of a child.
Must be able to assist students with personal hygiene, which may include diapering, toileting, and changing clothes, involving bending, twisting, and reaching.

Nice To Haves

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

Responsibilities

Plans a comprehensive program of study that meets the individual needs and abilities of preschool learners.
Develops lesson plans and instructional materials that facilitate active learning and align with the Massachusetts Curriculum Frameworks.
Employs instructional methods that ensure all students have access to high-quality pedagogy.
Creates an environment conducive to learning and appropriate to the maturity and interests of preschool students.
Actively maintains a classroom culture that is inclusive, equitable, and safe for all students and staff members.
Assesses student performance on a regular basis to monitor progress and adjust teaching strategies accordingly.
Maintains accurate and complete records of student development in compliance with district policies and legal requirements.
Consults regularly with students, families, and community partners to foster a collaborative approach to student success.
Actively participates in PLCs and multidisciplinary teams (Special Education, ESL, Mental Health) to coordinate comprehensive support for students.
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.