Restoration Interventionist bei Framingham Public Schools

FRAMINGHAM PUBLIC SCHOOLS

WALSH MIDDLE SCHOOL 

Follow us on LinkedIn

TITLE:

Restoration Interventionist 

2025-2026 School Year

POSITION SUMMARY:

The Restoration Room is a structured space for when chronic unwanted behaviors or high-impact incidents prompt assignment of students to an alternative learning setting for an extended period of time from .5 days to two days. Restoration provides the student time, space, and guidance to fully own and account for one’s behavior/actions that create barriers to learning and have an adverse impact on the classroom and the school community. It is also an alternative learning setting that provides time for reflection, completion of teacher-assigned work, and the delivery of restorative interventions by relevant staff. Students and staff are accountable for engaging in some restorative action to repair the harm and make it right.

The aim of this position is to support a highly-structured Restoration Room that will ensure students: 1) receive consistent treatment and support when they are having or have experienced emotional and/or behavioral difficulties, resulting in unskillful, inappropriate, or unacceptable behaviors; and 2) to engage in prosocial activities and restorative interventions to support the student’s self-awareness, self-management, and social and academic efficacy.

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, AND REGISTRATIONS:

A valid Massachusetts Teaching license in Social Work, Counseling, or Special Education is required.  

TRAINING AND EXPERIENCE:

At least a Bachelor's degree. Master’s degree 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 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. 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.

• Work collaboratively with classroom teachers and administrators to meet the diverse needs of the student 
• Being mindful of adolescent development and the wide range of student emotions and behaviors
• Managing data entry and accurate records on students 
• Participating in monthly supervision meetings
• Participating in monthly meetings with the MTSS Team to review student data
• Closely monitoring and consulting with others about recidivist students
• Maintaining an organized learning environment (visual postings, furniture arrangement, tools, and resources)
• Implementing foundational procedures and protocols 
• Setting expectations and implementing schoolwide rules 
• Implementing critical restorative interventions
• Making referrals for more comprehensive, long-term support
• Communicating with teachers, administrative staff, student support staff, and parents/caregivers
• Being well versed in the Code policies and practices
• Perform additional responsibilities as deemed appropriate by school and district supervisors.

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:  

Building Principal and Assistant Director of Wellness and Health Services. The performance of this job will be evaluated as per the Framingham Teachers Association (Unit A) Contract.

SUPERVISORY RESPONSIBILITIES:

None.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:

This position is classified as Exempt (Professional).

TERMS OF EMPLOYMENT:

Covered under the Framingham Teachers Association (Unit A) Contract. Please note that the District reserves the right to transfer all personnel among buildings on an as needed basis to serve the best interests of all students as long as this does not conflict with the Framingham Teachers Association (Unit A) Contract.

HELPFUL LINKS: 

Framingham Teachers Association Contract

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.