FRAMINGHAM PUBLIC SCHOOLS

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Restoration Interventionist
Framigham High School 

2026-2027 School Year

Click here for more information about our amazing benefits! 

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  School Social Worker/School Adjustment Counselor, or

  
  


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  School Counselor, or

  
  


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  School Psychologist; or

  
  


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  Board Certified Behavior Analyst (BCBA) certification.

  
  

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  Educational Requirement: A Bachelor’s Degree from an accredited college or university in a related field is required; Master’s Degree preferred.

  
  


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  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.

  
  


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  Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged.

  
  

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1. Specialized Intervention: Ability to design and implement Tier 1, Tier 2, and Tier 3 behavior intervention plans (BIPs) and skill development plans specifically designed for students with emotional disabilities.


2. Data-Driven Decision Making: Proficiency in collecting, graphing, and analyzing behavioral data (frequency, duration, ABC) to inform decision-making and measure student progress toward IEP goals.


3. Restorative Practices & De-escalation: Mastery of restorative justice and crisis de-escalation techniques (e.g., Safety Care); ability to provide immediate support during behavioral crises and lead debriefing sessions.


4. Clinical Coaching: Skill in providing modeling, consultation, and feedback to staff and assistants to ensure fidelity of positive behavior support strategies and trauma-informed practices.


5. Multi-Tiered Systems of Support (MTSS): Ability to work effectively within Professional Learning Communities (PLCs) to support classroom management, structure, and student re-engagement strategies.


6. Compliance Mastery: Thorough knowledge of the principles, practices, and procedures of special education, including the ability to update IEP goals and maintain confidential clinical records.


7. Instructional Technology: Proficiency in using Google Workspace, Canvas, and specialized data-tracking platforms to monitor progress and facilitate collaborative planning.


8. Communication: Ability to communicate clearly and concisely to staff, parents, and community agencies regarding behavioral insights and student milestones.


9. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive environment for all staff, students, and families.


10. Professionalism & Composure: Maintain regular and punctual attendance; exhibit professional composure and objective judgment when responding to unpredictable or high-stakes behavioral situations.

I. Direct Sudent Support and Intervention

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  Manage a highly-structured alternative learning environment that provides students with consistent support for emotional and behavioral difficulties.

  
  


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  Facilitate restorative interventions that promote student self-awareness, self-management, and social-academic efficacy.

  
  


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  Guide students through the process of accounting for behaviors that create barriers to learning and school community health.

  
  


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  Support students in the completion of teacher-assigned work to ensure academic continuity during their time in the Restoration Room.

  
  


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  Implement critical restorative actions to help students repair harm and "make it right."

  
  

II. Systemic Liason and Advocacy 

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  Collaborate with classroom teachers, administrative staff, and student support teams to ensure a cohesive approach to student restoration.

  
  


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  Communicate regularly with parents and caregivers regarding student progress and restorative plans.

  
  


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  Act as an advocate for students by identifying, acknowledging, and countering bias in behavioral disciplinary processes.

  
  


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  Mediate thinking through responsive listening (paraphrasing, pausing, and layered questioning).

  
  

III. Team Collaboration and Consultation

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  Participate in monthly MTSS Team meetings to review student data and identify systemic trends.

  
  


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  Closely monitor and consult with building staff regarding recidivist students to develop long-term success plans.

  
  


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  Partner with classroom teachers to meet the diverse needs of students while being mindful of adolescent development and emotional ranges.

  
  


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  Make referrals for students who require more comprehensive or long-term therapeutic support beyond the Restoration Room.

  
  

IV. Management and Compliance

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  Maintain an organized, trauma-informed learning environment (visual postings, furniture arrangement, and accessibility of resources).

  
  


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  Manage accurate data entry and student records to track room usage and intervention effectiveness.

  
  


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  Ensure all actions are well-versed in and compliant with District Code policies and School Committee regulations.

  
  


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  Implement foundational procedures and protocols that align with school-wide rules and expectations.

  
  

IV. Professional Responsibilities and Development

• Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.


• Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.


• Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.

Other duties as assigned.

1. Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction. Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching. Must navigate tight spaces between desks and move furniture to reorganize learning spaces.


2. Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.


3. Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.


4. Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.


5. Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.


6. General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.


7. Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.


8. Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.


9. School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments. Ability to sustain a very high level of social interaction.


10. Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed. Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.

• Building Principal (and/or Designee).


• The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract.

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  This position is classified as Exempt (Professional).

  
  

• Covered under Framingham Teachers Association (Unit A) Contract.


• Work Year: 185 days (Ten-Months)


• The District reserves the right to transfer personnel as needed.