School Social Worker - BRYT​/Bridge Program

School Social Worker - BRYT/Bridge Program

School Year

Start Date November 30, 2026

The School Social Worker provides direct clinical and systemic support to students facing social and emotional barriers to academic success. By delivering evidence‑based interventions and fostering strong school‑family‑community partnerships, the Social Worker ensures that all students have equal access to high‑quality instruction and academic achievement. 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.

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 School Social Worker/School Adjustment Counselor (All Levels)

• Educational Requirement: A Master’s Degree from an accredited college or university in Social Work, Counseling, or a related field is required.
• Professional
  
  Experience:
  
  Proven track record of delivering high‑quality clinical support and managing diverse caseloads. Experience working with students in academic, social/emotional, and career domains within a school district or clinical setting is preferred.
• Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged.

• Clinical Intervention & Support: Ability to design and implement Tier 1, Tier 2, and Tier 3 social‑emotional interventions to meet the diverse psychological and behavioral needs of students, including those with IEPs and 504 plans.
• Data‑Driven Decision Making: Proficiency in collecting and analyzing behavioral data, social‑emotional screening results, and attendance patterns to inform clinical interventions and track student progress toward IEP goals.
• Multi‑Tiered Systems of Support (MTSS): Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school‑wide strategies that promote academic success and social‑emotional wellness.
• Clinical Case Management: Skill in coordinating complex cases by serving as a liaison between families, school‑based teams, and community agencies such as DCF, Psychiatric Emergency Services, and the juvenile court system.
• Restorative Practices & Crisis Management: Mastery of restorative justice, conflict transformation, and de‑escalation techniques; ability to provide immediate crisis intervention and lead re‑entry meetings for students returning from outside placements.
• Compliance & Ethics: Thorough knowledge of the principles, practices, and ethical standards of school social work/counseling, including the maintenance of clinical confidentiality and accurate record‑keeping.
• Instructional Technology: Proficiency in using Google Workspace for Education and specialized data‑tracking software to manage caseloads, monitor progress, and facilitate collaborative planning.
• Communication: Ability to communicate clearly and concisely to diverse stakeholders, effectively translating clinical observations into actionable educational strategies for teachers and parents.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment…