FRAMINGHAM PUBLIC SCHOOLS Framingham High School 18-22 Transition Program TITLE: Coordinator of the Special Education Evaluation Team 2025-2026 School Year POSITION SUMMARY: To provide efficient and effective leadership in guiding the evaluation process for children with special needs, monitoring the implementation of educational plans, and coordinating program assessment and development with special education and regular education staff. To assist the Director of Special Education and Principal in providing effective supervision and administration of the special education staff in order to deliver Framingham Public Schools' high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the opportunity gap among subgroups within the schools. OUR MISSION: Framingham Public Schools is committed to excellence for all students. Our mission statement guides our work: 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 thought, learners, cultures, and community; Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active, participatory, equitable community. Diversity among teachers undoubtedly advances the academic achievement of students. Compliance obligations establish a baseline which we seek to exceed. As a district, Framingham Public Schools is committed to achieving, developing, and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world. Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives, and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery. We want our employees to feel included, valued, and respected and have access to equal opportunity, which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career. Framingham Public Schools is dedicated to the goal of 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 members of historically underrepresented groups. CERTIFICATES, LICENSES, REGISTRATIONS: Current and valid DESE license as a Special Education Administrator and SEI Endorsement for Administrators or Special Education, Supervisor/Director and SEI Endorsement for Administrators or evidence of application for DESE license and progress towards attaining. Please note that licensure requirements are subject to change at the discretion of DESE. TRAINING AND EXPERIENCE: At least a Bachelor's Degree in the area of major study. Five (5) years of teaching experience as a Special Education teacher in a public school setting. Experience working effectively with a diverse student population. Bilingual (Portuguese or Spanish) skills are preferred. Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion and belonging in all aspects of education. Also, we are interested in candidates who will bring to their professional practice the perspective that comes from a non-traditional educational background or an understanding of the experiences of those underrepresented in the educational field. SKILLS AND ABILITY: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff, parents and the general public; to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations; to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decisions; to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements, state and federal laws, and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Teachers Association (Unit A) Contract); to work with students and families of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears witness to cultural proficiency and competency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.); to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development. Experience evaluating student skills and writing reports to interpret/summarize findings. Strong collaborative, teaching, coaching, and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content areas as well as any related laws and procedures. Strong collaborative, teaching, coaching and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned; and to use instructional technology appropriately and work with students to facilitate their use of instructional technology. Ability to consistently collaborate with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level; and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Experience writing IEPs. Thorough knowledge of the principles, practices and procedures of special education and specialty area(s). Knowledge of special education procedures to maintain appropriate confidential records Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. Ability to establish and maintain standards of behavior. Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction. Must have the ability and proven ability to report to work on a regular and punctual basis. ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change. Program/Curriculum: * Coordinate with the Director of Special Education the development and implementation of Special Education programs. * Provide educational leadership for Special Education program assessment, Special Education program developments, and research and methodology for Special Education. * Participate in coordination and planning meetings with Administration and Special Education staff. * Ensure that Special Education programs, services, and related materials are aligned with standard curriculum goals. * Assist in the coordination and review of student assessments, recommendations for student placements, and transfers to the standard curriculum. Evaluation/Placement: * Oversee the monitoring and implementation of required Special Education procedures regarding referral, evaluation, and placement and related monitoring. * Oversee and facilitate instructional and student activities such as state testing programs, mainstreaming students, transition programming, and related follow-up. * Ensure that Special Education programs, including location and class size, and related procedures are in compliance with the Special Education Regulations. * Assist and facilitate the transition of Special Education students from within the district as well as from other public and private schools, including hospitals, DCF and DYS facilities, and other institutions to the public schools. Supervision/Leadership * Under the supervision of the Building Principal, can provide overall supervision, consultation, coordination, and evaluation for personnel assigned to the Special Education Department. When assigned by the Building Principal, will conduct staff evaluations in accordance with existing policy. * Plan and implement, in conjunction with the Administration, and programs for Staff Development and in-service training for special education and regular education personnel as necessary. Reports/Mandates: * Ensure that department and student records are current and maintained. Monitor and report on required Special Education compliance as requested by the Director of Special Education. * Prepare other reports assigned or requested by the Director of Special Education. Liaison: * Serve as a liaison with Special Education Staff, General Regular Education Staff, Bilingual Staff, Building Administration, Central Administration, Community Agencies, related service staff and parents. Recruitment/Hire: * Assist in the recruitment, interviewing, and recommendation of personnel for special education programs as requested by Administration. Budget: * Coordinate the purchase of special education materials and supplies with the Director and special education staff. Coordinate with our building Department Heads and Principals in the ordering of supplies and materials. * Perform other tasks and assume other responsibilities as the Building Principal or Director of Special Education may assign. Other: Other duties as may be reasonably assigned. PHYSICAL WORKING CONDITIONS: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Must be required to move about and may be required to traverse occasionally throughout the school building; * Must often remain in a stationary position for considerable periods of time; * Is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl; * Is expected to lift at least 20 lbs (i.e. books, school supplies, etc.); * Must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools; * Must be able to assist students who have physical difficulties; * Operate a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer); * Must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids; * Must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone; * In the classroom, must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction; * Must be able to assist students who have physical difficulties; * May be required to move quickly across even or uneven surfaces; * Working in a normal school environment with an acceptable level of noise; * Must interact with students, parents, and other staff members; * Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day; * Is directly responsible for the safety, well-being, and work output of students; * Must be able to interact with students, parents, and other staff members and occasionally must meet multiple demands from several people; * While the majority of the workday is spent inside, must spend time outdoors for recess, fire drills, and special activities; * May be exposed to bodily fluids, disease, or pathogens; * May receive unintentional injuries from aggressive students; and * May be required some degree of physical interaction with students who have difficulty controlling physical behavior. REPORTS TO: Director of Special Education and Building Principal SUPERVISORY RESPONSIBILITIES: Assists in the supervision and evaluation of Special Education Teachers, Special Education Aides, and Special Education Assistant Teachers. FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION: This position is classified as Exempt (Professional). TERMS OF EMPLOYMENT: Two-hundred (200) days position per the FAA collective bargaining agreement. The District reserves the right to transfer all personnel among buildings on an as-needed basis to serve the best interests of all students. HELPFUL LINKS: Click here for more information about our amazing benefits! Framingham Public Schools provides equal employment. opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status. The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Rev. 2024