Behavior Specialist

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Behavior Specialist

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.

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.

A valid Massachusetts Teaching license in School Social Worker/School Adjustment Counselor, School Counselor, School Psychologist, or Board Certified Behavior Analyst (BCBA)

• 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

• 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…