Social Emotional Behavioral (SEB) Coach

Framingham Public Schools; Framingham Center (MA); On-site; USD 75,000 - 105,000; Full time

Job summary

Framingham Public Schools seeks a Social Emotional Behavioral (SEB) Coach at Barbieri Elementary School for the 2026-2027 school year. The role leads SEL initiatives, mentors staff, and strengthens school culture to support every student's belonging and success.

You will coach teachers on evidence-based SEL, design restorative practices and PBIS alignment, develop SEB curricula, and facilitate staff PD while collaborating with the MTSS team.

Qualifications

• Bachelor’s degree in Elementary Education or related field required; Master’s preferred.
• Experience in leadership or mentorship roles and providing professional development.
• Bilingual proficiency in Spanish and/or Portuguese is encouraged.

Responsibilities

• Coach teachers on evidence-based SEL strategies and support effective program implementation.
• Assist teachers with classroom management through coaching, modeling, and feedback.
• Develop, write, and integrate SEL curriculum and restorative circles.
• Plan and deliver school-based community meetings to foster an inclusive climate.
• Align SEB practices with PBIS and oversee fidelity of school-based PBIS systems.

Skills

Leadership

Mentorship

SEL strategies

PD delivery

PBIS

Collaboration

Communication

Bilingual Spanish/Portuguese

Education

Bachelor’s Degree in Elementary Education or related field

Master’s Degree preferred

Job description

Framingham Public Schools Barbieri Elementary School - Framingham, Massachusetts Open in Google Maps

Social Emotional Behavioral (SEB) Coach

Framingham Public Schools Barbieri Elementary School - Framingham, Massachusetts Open in Google Maps

This job is also posted in Framingham Public Schools

Job Details

Job ID: 5901114
Application Deadline: Posted until filled
Posted: Aug 25, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

FRAMINGHAM PUBLIC SCHOOLS

Follow us on LinkedIn

Social Emotional Behavioral (SEB) Coach

Barbieri Elementary School

2026-2027 School Year

POSITION SUMMARY

The Social Emotional Behavioral (SEB) Coach is a dynamic, multi-faceted leadership role dedicated to fostering student academic efficacy, promoting social-emotional growth, and cultivating an inclusive school culture where every student experiences a deep sense of belonging. Operating at the intersection of student support and staff development, the SEB Coach serves as a vital bridge between administrative vision and classroom reality.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.

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

Valid Massachusetts Teaching License in:

• Any Grades 1-6 License

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:A Bachelor’s Degree from an accredited college or university in Elementary Education or a related field required; Master’s Degree preferred.
• Professional Experience:Demonstrated experience in a leadership or mentorship capacity (e.g., Department Head, Grade Level Lead, or Mentor Teacher), with relevant experience in implementing research-based social, emotional, and behavioral best practices. Must have a proven track record of developing instructional content and delivering professional development sessions to staff.
• Language Proficiency:Bilingual proficiency in Spanish and/or Portuguese is encourage.

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:

Ability to read and comprehend documents such as memos, safety rules, and procedure manuals; to express ideas clearly in written and oral communication; to work as a team member; to establish and maintain effective working relationships with students, parents, staff, and the community; to embrace a proactive and solution-focused approach to meeting student needs; to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner; and to perform duties with awareness of all district requirements and School Committee policies.

Ability to understand and regulate student emotions. Ability to maintain equilibrium in stressful situations. Ability to depersonalize and defuse emotional intensity. Ability to listen responsively (paraphrases, pauses, asks layered questions to mediate thinking) as well as identify, acknowledge, interrupt, and counter bias.

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.

I. Social-Emotional Learning & Coaching

• Coach teachers on evidence-based SEL strategies and support the effective implementation and teaching of the curriculum.
• Assist teachers with classroom management strategies by providing classroom-based coaching, modeling, and feedback on Tier 1 practices.
• Develop, write, and integrate SEL curriculum, including the design and facilitation of restorative circles.
• Plan, create, and deliver school-based community meetings to foster an inclusive school climate.
• Align and integrate SEB practices into PBIS efforts, overseeing school-based PBIS systems to ensure they are implemented with fidelity.

II. Systems Support & Behavior Intervention

• Support school-based discipline responses in alignment with the district's Code of Character, Conduct, and Support.
• Deliver restorative interventions and accountable consequences that balance student accountability with behavioral growth.
• Coach and guide colleagues in classroom-based behavior management and restorative practices to handle conflicts constructively.
• Develop and implement SEB data analysis processes to track trends, inform school priorities, and guide student-centered action planning.

III. MTSS & Tiered Interventions

• Support the school-based Multi-Tiered Systems of Support (MTSS) process to provide structured academic, behavioral, and social-emotional learning experiences.
• Actively participate as a core member of the school's multidisciplinary MTSS team to assist in student intervention and program planning.
• Support, design, and coach staff on the delivery of intensive Tier 3 behavior intervention plans.
• Establish, manage, and provide oversight for the school-based Check-In/Check-Out (CICO) intervention system.

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.

REPORTS TO

• District MTSS/ SEL Coordinator