Framingham Public Schools OPT Eligible Jobs USA
Framingham Public Schools hires OPT students into education-focused roles including teaching, curriculum support, and special education services. The district's sponsorship of H-1B visa and other work visas signals a willingness to support international talent through the OPT-to-H-1B transition for qualifying candidates.
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Get Access To All JobsFRAMINGHAM PUBLIC SCHOOLS
Special Education Teacher for the Autism Program
King Elementary School
2026-2027 School Year
Position Summary
The Special Education Teacher for the Autism Spectrum Disorder (ASD) Program provides critical instructional support through a sub-separate service model, leading a specialized classroom environment to ensure students achieve academic success, independence, and meaningful participation in the learning environment. In this role, the teacher acts as a lead clinician and educator, delivering intensive, research-based interventions and individualized modifications specifically designed for students on the autism spectrum. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child" by addressing complex academic, social-emotional, and behavioral needs. This commitment aligns with Framingham Public Schools’ high expectations for achievement, providing equal access to specialized instruction, and closing the achievement gap for students requiring intensive support.
The Autism Spectrum Disorder (ASD) program serves students on the Autism Spectrum who require more intensive social-pragmatic, academic, and behavioral support. The Program provides intensive behavioral training through ABA, natural environmental teaching, task analysis, and total communication techniques in order to develop academic readiness and daily functional skills. The Program blends social/developmental as well as behavioral approaches whenever possible to address the educational challenges faced by this population of students.
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:
- Depending on the Grade Level:
- Moderate Disabilities (PreK-2) and SEI Endorsement; or
- Moderate Disabilities (PreK-8) and SEI Endorsement; or
- Moderate Disabilities (5-12) and SEI Endorsement.
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 a related field is required; Master’s Degree preferred.
- 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.
- Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged.
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:
- Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs.
- Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery.
- Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture.
- Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency.
- Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
- Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
- Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
- Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (ESL, and Support staff) to support student success.
- Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
- 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.
I. Planning, Preparation, and Instruction
- Provides direct and indirect research-based specialized instruction to address the goals and objectives within each student’s IEP.
- Employs various teaching techniques and principles of learning to enable students to meet IEP goals.
- Creates a positive learning experience using appropriate sources, including iPads.
- Provides instruction with measurable outcomes, making progress toward higher-order thinking skills.
- Demonstrates knowledge of developmental levels by providing differentiated learning experiences.
II. IEP Development and Compliance
- Develops and implements annual IEP plans, including present levels of performance, goals, and required related services.
- Ensures compliance with IEPs and legal timelines; maintains accurate and complete student records.
- Conducts formal special education evaluations and reevaluations.
- Prepares required reports on children and activities as mandated by law and district policy.
III. Assessment and Data-Informed Practice
- Assesses student progress and determines the need for adjustments to instructional techniques.
- Organizes, conducts, and analyzes results from educational assessments to adjust practice and delivery.
IV. Communication and Collaboration
- Serves as the primary contact and liaison for parents and families.
- Schedules and participates in Team meetings to develop instructional strategies.
- Collaborates with general education teachers to modify and accommodate curriculum as needed.
- Coordinates the delivery of special education services outlined in each student's IEP.
- Collaborates with paraprofessionals to ensure consistency and student success.
V. 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.
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
- Building Principal (and/or Designee).
- The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
- This position is classified as Exempt (Professional).
TERMS OF EMPLOYMENT
- Covered under Framingham Teachers Association (Unit A) Contract.
- Work Year: 185 days (Ten-Months)
- The District reserves the right to transfer personnel as needed.
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.
FRAMINGHAM PUBLIC SCHOOLS
Special Education Teacher for the Autism Program
King Elementary School
2026-2027 School Year
Position Summary
The Special Education Teacher for the Autism Spectrum Disorder (ASD) Program provides critical instructional support through a sub-separate service model, leading a specialized classroom environment to ensure students achieve academic success, independence, and meaningful participation in the learning environment. In this role, the teacher acts as a lead clinician and educator, delivering intensive, research-based interventions and individualized modifications specifically designed for students on the autism spectrum. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child" by addressing complex academic, social-emotional, and behavioral needs. This commitment aligns with Framingham Public Schools’ high expectations for achievement, providing equal access to specialized instruction, and closing the achievement gap for students requiring intensive support.
The Autism Spectrum Disorder (ASD) program serves students on the Autism Spectrum who require more intensive social-pragmatic, academic, and behavioral support. The Program provides intensive behavioral training through ABA, natural environmental teaching, task analysis, and total communication techniques in order to develop academic readiness and daily functional skills. The Program blends social/developmental as well as behavioral approaches whenever possible to address the educational challenges faced by this population of students.
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:
- Depending on the Grade Level:
- Moderate Disabilities (PreK-2) and SEI Endorsement; or
- Moderate Disabilities (PreK-8) and SEI Endorsement; or
- Moderate Disabilities (5-12) and SEI Endorsement.
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 a related field is required; Master’s Degree preferred.
- 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.
- Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged.
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:
- Differentiated Instruction: Ability to design and implement specialized instructional interventions to meet the diverse needs of students with IEPs.
- Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery.
- Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture.
- Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency.
- Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
- Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
- Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
- Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (ESL, and Support staff) to support student success.
- Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
- 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.
I. Planning, Preparation, and Instruction
- Provides direct and indirect research-based specialized instruction to address the goals and objectives within each student’s IEP.
- Employs various teaching techniques and principles of learning to enable students to meet IEP goals.
- Creates a positive learning experience using appropriate sources, including iPads.
- Provides instruction with measurable outcomes, making progress toward higher-order thinking skills.
- Demonstrates knowledge of developmental levels by providing differentiated learning experiences.
II. IEP Development and Compliance
- Develops and implements annual IEP plans, including present levels of performance, goals, and required related services.
- Ensures compliance with IEPs and legal timelines; maintains accurate and complete student records.
- Conducts formal special education evaluations and reevaluations.
- Prepares required reports on children and activities as mandated by law and district policy.
III. Assessment and Data-Informed Practice
- Assesses student progress and determines the need for adjustments to instructional techniques.
- Organizes, conducts, and analyzes results from educational assessments to adjust practice and delivery.
IV. Communication and Collaboration
- Serves as the primary contact and liaison for parents and families.
- Schedules and participates in Team meetings to develop instructional strategies.
- Collaborates with general education teachers to modify and accommodate curriculum as needed.
- Coordinates the delivery of special education services outlined in each student's IEP.
- Collaborates with paraprofessionals to ensure consistency and student success.
V. 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.
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
- Building Principal (and/or Designee).
- The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
- This position is classified as Exempt (Professional).
TERMS OF EMPLOYMENT
- Covered under Framingham Teachers Association (Unit A) Contract.
- Work Year: 185 days (Ten-Months)
- The District reserves the right to transfer personnel as needed.
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.
Job Roles at Framingham Public Schools
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Get Access To All JobsTips for Finding Framingham Public Schools OPT Eligible Jobs USA
Align your degree to classroom roles
Framingham Public Schools fills OPT positions most consistently in special education, STEM teaching, and bilingual instruction. Map your degree field directly to a posted vacancy before applying. Hiring managers in public schools screen for licensure alignment first, visa status second.
Verify your Massachusetts teaching license early
Public school districts require state licensure before an offer can move forward. Start your Massachusetts educator license application through DESE well before your OPT start date. Delays in licensure processing are the most common reason OPT candidates lose offers at public schools.
Confirm E-Verify enrollment before accepting
STEM OPT's 24-month extension requires your employer to be enrolled in E-Verify. Ask Framingham Public Schools HR to confirm their E-Verify status before you accept any offer. Without that enrollment, you can't use the extension and your work authorization window shrinks significantly.
Research open roles using Migrate Mate
Migrate Mate filters job listings by employers with documented visa sponsorship history, including H-1B filings from school districts. Use it to identify Framingham Public Schools openings and compare their sponsorship activity against other Massachusetts public school employers actively hiring OPT students.
Time your application around district hiring cycles
Public school districts recruit heavily between February and April for positions starting in September. Submitting applications outside this window means fewer open roles and slower HR response times. Align your OPT start date so your EAD is valid before the academic year begins.
Signal H-1B readiness during the interview
Framingham Public Schools sponsors H-1B for educators, so make your long-term commitment clear. Mention that your field meets specialty occupation requirements under USCIS standards and that you understand the employer files the petition. Candidates who raise this proactively reduce perceived administrative uncertainty for hiring managers.
Framingham Public Schools OPT Eligibility: Frequently Asked Questions
Does Framingham Public Schools sponsor OPT visas?
Framingham Public Schools doesn't sponsor OPT directly. OPT is work authorization USCIS grants to F-1 students. What Framingham Public Schools does is hire students who already hold an OPT EAD. The district's history of sponsoring H-1B and other work visas indicates it's receptive to hiring international candidates and supporting the eventual transition to employer-sponsored status.
Which roles at Framingham Public Schools typically hire OPT students?
OPT students most commonly find opportunities in special education, STEM subject teaching, bilingual and ESL instruction, and curriculum support roles. Framingham Public Schools serves a diverse student population, which drives consistent demand for candidates with specialized academic backgrounds. Paraprofessional and instructional assistant positions are also accessible entry points for OPT holders.
How do I approach the OPT hiring process at Framingham Public Schools?
Apply through the district's official job portal during peak hiring season, which runs February through April. Disclose your OPT status clearly in your application. Confirm your Massachusetts educator license is in progress or issued before your interview. HR will verify your EAD and I-20 as part of the onboarding process, so have both documents current.
How do I know if Framingham Public Schools will support my STEM OPT extension?
Ask HR directly whether the district is enrolled in E-Verify, which is required by USCIS for any employer supporting the STEM OPT 24-month extension. Get written confirmation before accepting an offer. You can search Migrate Mate to review Framingham Public Schools's sponsorship profile and compare it against other school districts with verified E-Verify enrollment.
How do I position myself for an H-1B sponsorship after OPT at Framingham Public Schools?
Demonstrate strong performance and make your intention to stay long-term clear. Teaching and specialist roles at public school districts typically qualify as specialty occupations under USCIS standards. Discuss H-1B sponsorship with HR well before your OPT expires so the district can begin the LCA and I-129 filing process on time through the DOL and USCIS.
How does Framingham Public Schools hire OPT students?
OPT is work authorization granted directly to F-1 students after graduation — no employer petition is required. Framingham Public Schools can hire OPT students as soon as their EAD card is approved. STEM degree holders can extend OPT by 24 months when their employer is enrolled in E-Verify. Most companies that hire OPT students also support the transition to H-1B when the student's OPT period is ending. Check Framingham Public Schools's individual postings on Migrate Mate to confirm OPT acceptance per role.