Social-Emotional Behavioral; SEB Coach

Position Summary

The SEB Coach is an integral part of the school’s mission to create a safe, supportive, and engaged learning community. The SEB Coach supports faculty and staff with the development of tiered supports and interventions to enhance personal and academic success for students. The SEB Coach works 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.

• Valid Massachusetts Teaching License – Any Grades 1-6 License
• SEI Endorsement

• Educational requirement:
  Bachelor’s Degree from an accredited college or university in Elementary Education or a related field;
  Master’s Degree preferred.
• Professional experience:
  Demonstrated experience in a leadership or mentorship capacity (e.g., Department Head, Grade Level Lead, Mentor Teacher), with relevant experience in implementing research‑based social, emotional, and behavioral best practices. Proven track record of developing instructional content and delivering professional development sessions to staff.
• Language proficiency:
  Bilingual proficiency in Spanish and/or Portuguese is encouraged.

• Instructional Coaching & Modeling:
  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.
• Data‑Driven Systemic Support:
  Analyze standardized and formative assessment data to track student growth, inform school‑wide interventions, and guide teachers in adjusting instructional delivery.
• Social‑Emotional & Trauma‑Informed Advocacy:
  Integrate SEL frameworks into daily routines to support the whole child and foster a safe, inclusive, and trauma‑informed culture across all content areas.
• Content Pedagogy & Foundational
  
  Skills:
  
  Apply evidence‑based instructional practices to ensure all students reach grade‑level proficiency.
• Restorative Practices & Conflict Transformation:
  Manage classroom behavior and coach colleagues in resolving peer conflicts constructively.
• District‑to‑School Strategic Alignment:
  Align daily lesson plans and school‑based “Team Time” with the Massachusetts Curriculum Frameworks and district‑wide strategic initiatives.
• Adaptive Technology Integration:
  Master instructional technology to enhance student engagement and facilitate teacher training.
• Collaborative & Systemic Leadership:
  Lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district‑level curriculum goals and school‑based execution.
• Cultural Proficiency:
  Demonstrate cultural proficiency and competence in fostering an equitable and inclusive district environment.
• Professionalism & Composure:
  Maintain regular, predictable, and punctual attendance; respond professionally to high‑stakes or unpredictable classroom situations.

• 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 improve teacher effectiveness and school climate.
• Integrate SEB practices with PBIS and other related efforts; build staff capacity to implement research‑based practices with fidelity.
• Provide advice and expertise to general education teachers and the school community to support effective academic, behavioral, and social‑emotional learning experiences.

• Develop and implement the school’s SEB framework, including Multi‑Tiered Systems of Support (MTSS) and evidence‑based interventions.
• Develop and implement SEB data analysis processes to inform school practices, priorities, and student‑centered…