Special Education Teacher

Special Education Teacher – Multiple Disabilities (MD) Program

Barbieri Elementary School – Framingham Public Schools

School Year

The Special Education Teacher for the Multiple Disabilities (MD) Program provides critical instructional support through a sub-separate service model, leading a specialized classroom environment to ensure students achieve academic success, independence, and meaningful participation in the learning environment. In this role, the teacher acts as a lead facilitator of a co-treat model, delivering intensive, research-based interventions designed to integrate communication, mobility, and independent daily living skills into academic units for students with complex and medically fragile needs.

This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the “whole child” by ensuring that even students with the most significant disabilities are meaningfully included in the school community. This commitment aligns with Framingham Public Schools’ high expectations for achievement, providing equal access to specialized instruction, and closing the achievement gap for students requiring the highest level of intensive support.

Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community’s rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive.

We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.

Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.

Valid Massachusetts Teaching License In

• Severe Disabilities (All Levels) and SEI Endorsement; or
• Severe Disabilities (Grades PreK-2) and SEI Endorsement.

• Educational Requirement: A Bachelor’s Degree from an accredited college or university in a related field is required;
  Master’s Degree preferred.
• Professional
  
  Experience:
  
  Proven track record of delivering high-quality behavior intervention and managing diverse, high-needs classroom environments. Experience in a sub-separate or specialized school district setting is required.
• Language Proficiency:
  Bilingual proficiency in Spanish and/or Portuguese is encouraged.

• Differentiated Instruction:
  Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs.
• Data-Driven Decision Making:
  Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery.
• Social-Emotional Learning (SEL):
  Expertise in integrating SEL frameworks into daily routines to support the “whole child,” fostering a safe, inclusive, and trauma-informed classroom culture.
• Content Pedagogy & Foundational
  
  Skills:
  
  Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency.
• Restorative Practices:
  Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
• Curriculum Alignment:
  Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
• Adaptive Technology Integration:
  Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
• Collaborative Leadership:
  Ability to work effectively within Professional Learning Communities (PLCs) and…