FRAMINGHAM PUBLIC SCHOOLS
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BRYT Program Assistant Teacher
Framingham High School
2026-2027 School Year
POSITION SUMMARY
The BRYT Program Assistant Teacher works within the BRYT Extension Program for Multi-System Involved Youth (DCF/DYS/DMH) to assist students with special needs under the direction of a certified teacher. Operating primarily within an inclusionary setting (least restrictive environment), this role is essential to assisting the classroom teacher with daily instructional activities, addressing students' social-emotional and physical health, and ensuring classroom safety. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to high levels of instruction, academic proficiency for all students, and closing the opportunity and achievement gaps among subgroups within the schools.
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OUR MISSION
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.
ABOUT FRAMINGHAM
Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.
A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.
Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.
CERTIFICATES, LICENSES, REGISTRATIONS
TRAINING AND EXPERIENCE
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.
Educational Requirement: Associate (or higher) degree, or at least two years of post-secondary education that is equivalent to at least 48 credit hours from an accredited higher education institution (otherwise must pass the Parapro Test) is preferred.
Professional Experience: Proven experience working with children or adolescents, particularly special education students and/or multi-system involved youth (DCF/DYS/DMH), is highly preferred.
Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is preferred.
SKILLS AND ABILITY
To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:
Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to students, staff, families, and community members.-
Analytical Thinking: Ability to read, analyze, and interpret professional literature, technical procedures, and governmental regulations.
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Problem-Solving: Sound reasoning and critical-thinking skills to evaluate data, establish facts, draw valid conclusions, and recommend effective courses of action.
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Evidence-Based Practice: Capacity to utilize professional literature, evidence-based research, and continuous learning to inform instructional and practice decisions.
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Relationship Building: Ability to establish and maintain positive, collaborative, and effective working relationships with students, families, colleagues, and the community.
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Organization & Time Management: Strong organizational skills to work independently, prioritize tasks, and manage multiple projects efficiently.
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Compliance & Ethics: Commitment to performing all duties in compliance with district requirements, state/federal laws, and Framingham Public Schools policies, including safeguarding confidential student records (FERPA/HIPAA).
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Professionalism: Maintains composure, professionalism, and a solution-focused approach when responding to unpredictable or challenging situations.
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Technology Integration: Proficiency in utilizing educational technology, operating computers, and navigating software, including Google Workspace for Education.
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Professional Development: Willingness to plan, coordinate, and actively participate in ongoing professional learning, coaching, and staff development.
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Assessment & Data Utilization: Experience evaluating student skills, interpreting assessment data, and using findings effectively to inform instructional decisions and improve student outcomes.
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Instructional Leadership: Strong collaborative, coaching, and lesson-planning skills to design and implement student programming that aligns with district and school goals.
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Cultural Proficiency: Demonstrated cultural competence and responsiveness when working with students and families from diverse backgrounds.
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Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.
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.
Assists the classroom teacher in maintaining generalized student supervision, classroom organization, and behavioral routines.
Helps prepare instructional materials and physical spaces before school, and assists with planning and closeout tasks after school hours.
Promotes a safe, inclusive, and trauma-informed culture that affirms student abilities and supports social-emotional health.
Works with small groups of students or individual learners under the direct supervision of the teacher to reinforce material initially introduced during lesson delivery.
Assists students with curriculum tasks, reading, and recitations, guiding and encouraging their independent skill development without replacing primary instruction.
Actively works to dismantle barriers to learning by facilitating active student participation within the classroom environment.
Assumes direct responsibility for monitoring student safety and well-being during general school activities, recess, fire drills, and specialized program events.
Implements restorative strategies and applies behavioral de-escalation techniques when supporting multi-system involved youth or students exhibiting behavioral volatility.
Provides physical or limited personal care assistance to students as dictated by individual student needs (e.g., mobility tracking, wheelchair positioning, or toileting support).
Participates actively in district staff development programs, workshops, and continuing education efforts.
Collaborates closely with school clinicians, coordinators, and the building administrative team to maintain consistent operational support across the BRYT program.
Other duties as 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.
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.
Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.
Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
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.
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.
Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.
Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
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.
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.
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Building Principal (and/or Designee).
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The performance of this job will be evaluated in accordance with the Framingham Teacher Association (Unit T) Contract.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
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This position is classified as Non-Exempt (Hourly).
EQUAL EMPLOYMENT OPPORTUNITY (EEO)
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. Framingham Public Schools Nondiscrimination Notice.
Revised 2026
