District Special Education Assistant Fellow (Pilot)

District Special Education Assistant Fellow (Pilot)

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and we have committed to hiring and retaining a diverse staff and employees who are committed to an antiracist curriculum and ideals.

Job Summary:

The Special Education Assistant Fellow (SEAF) is a new position at FRCS designed for those interested in a career in education, especially in special education. This role is not a paraprofessional or classroom teacher position. The fellowship offers an immersive, hands-on experience supporting students with disabilities and working closely with building leaders and special education teams across all three FRCS campuses. The SEAF will gain practical experience with strategies such as ABA therapeutic supports, academic interventions, and structured teaching methods. It is a full-time, school-year position that provides direct field experience, along with professional development and mentorship from certified educators and specialists. This pathway exposes the SEAF to various instructional models and student needs across different grade levels and school buildings.

Responsibilities:

The successful candidate for this position will:

• Assist in a range of instructional and therapeutic activities, including general education classrooms, small groups, and one-to-one sessions under the direction of a licensed specialist, such as BCBA, SLP, OT, Social Worker, Adjustment Counselor, or school Psychologist
• Cover and provide support for special education staff across multiple buildings as needed to ensure continuity of services.
• Support students with special needs by following the provisions specified in their Individual Education Program (IEP).
• Provide support that may include physical management, such as crisis management, taking action, or assisting educators, the school crisis team, and/or administrators in restraining students who are at risk of harming themselves or others by following school/district-approved restraint procedures to ensure the safety of students and others (training provided).
• Attend training and maintain certification in de-escalation and physical management techniques.
• Collect individual student data and report student concerns and/or progress information.
• Escort and supervise students to and from various school facilities and areas.
• Take the initiative to work collaboratively with special education, general education, teachers, and related service staff.
• Assist in establishing a positive learning environment and responding to students' needs.
• Promote independence for students with disabilities.
• Safeguard confidential information to ensure compliance with the Family Educational Rights and Privacy Act (FERPA) and the Health Information Portability and Accountability Act (HIPAA).

General Expectations:

• Participate in consultation with special education teachers and related service providers.
• Ongoing communication with the program, SPED team, and building staff on behalf of the students.
• Demonstrated commitment to anti-bias, anti-racist education
• Attend building and district meetings to promote communication and mutual decision-making among the staff
• Willingness to work on academics, social skills, and activities of daily living, if needed
• Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards
• Responsible for implementing other job-related duties as needed

Qualifications - Required:

• Bachelor’s Degree from an accredited college or university, preferably in education, social work, psychology, or a related field
• Safety Care certified or the ability to be certified in Safety Care
• Experience working with students with disabilities, preferred (or willing to receive training)
• Ability to take the initiative and work independently
• Ability to de-escalate behaviors; Calm, neutral demeanor
• Reliable and well-organized with sound judgment
• Effective oral and written communication
• Deep commitment to DEI and anti-bias, anti-racist approaches to education and service.
• Candidates are subject to background checks, including CORI clearance and fingerprinting.
• Current authorization to work in the United States
• Candidates must have such authorization by their first day of employment.

Qualifications - Preferred:

• Master’s Degree from an accredited college or university
• Experience implementing all parts of the IEP process
• Knowledge of a wide range of disabilities
• Ability to handle a multitude of varying and complex issues
• Proficiency in multiple languages, reflecting our diverse student population

Work Environment & Physical Requirements:

The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.

Physical Requirements:

While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.