Coordinator of Expanded Learning (ELT) Early Education Site

Coordinator of Expanded Learning (ELT) Early Education Site

The Coordinator of Expanded Learning (ELT) Early Education Site is responsible for the planning, supervision, and implementation of high-quality before- and after-school programming for Framingham Public Schools students in Preschool & Pre-K. Through a collaborative effort with school leaders, community partners, families, and students, the Early Education Site Coordinator will be responsible for managing a high-quality OST program experience that complements students' school-day learning through academically enriching activities with a strong focus on hands-on, play-based learning. Specifically, the Site Coordinator will be responsible for managing and supporting staff, coordinating with external community partners, overseeing daily operations, addressing medical, behavioral, and other student needs, planning community events and field trips, and all other responsibilities pertaining to overseeing a complex, multifaceted out-of-school-time program. This position requires a candidate who effectively interacts with others in person, is committed to equity and access, understands the need for teamwork, timeliness and safety, is flexible and able to respond to changing priorities, new job assignments and interruptions, and who must be able to assume responsibility for routine decisions in the absence of an immediate supervisor.

Framingham Public Schools 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.

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.

Specialization/licensure in Early Childhood Education, Special Education and/or ESL preferred, First Aid/CPR licensure preferred. Safety Care certification preferred.

Bachelor's Degree in education or a related field preferred. High School degree is required. Minimum of 2 years of experience as an out-of-school-time professional or educator in a school or community-based setting required. At least 1 year of administrative experience overseeing programmatic operations for student-serving programming required. Experience with program and curriculum design, development, implementation, and continuous programmatic improvement in educational settings required. Experience working with children and adults from diverse cultural and economic backgrounds required. Experience supervising, evaluating, and coaching staff required. Awareness and experience with public school educational policies, systems, and practices strongly preferred. Bilingual proficiency in Spanish and/or Portuguese is preferred.

To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:

1. Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from students, staff, parents, and community members.
2. Policy & Regulation Interpretation: Ability to read, analyze, and interpret professional literature, technical procedures, and relevant federal, state, and Framingham Public Schools policies and regulations.
3. Analytical Problem Solving: Sound reasoning and problem-solving skills to evaluate information, define problems, collect data, establish facts, draw valid conclusions, and recommend appropriate courses of action.
4. Evidence-Based Practice: Capacity to use professional literature, evidence-based research, and ongoing professional learning to inform instructional and practice decisions.
5. Relationship Building & Collaboration: Ability to establish and maintain positive, effective working relationships with students, families, colleagues, and the community.
6. Organization & Time Management: Strong organizational and time-management skills to work independently, prioritize tasks, and manage multiple projects.
7. Cultural Proficiency: Demonstrated cultural proficiency and competence in working with students and families from diverse backgrounds.
8. Compliance & Confidentiality: Ability to maintain confidentiality of sensitive information and student records.
9. Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high-stakes emotional situations or behavioral escalations.
10. Technology Proficiency: Proficiency in using technology and willingness to learn new tools; ability to operate a computer and utilize software, including Google Workspace.
11. Leadership & Coaching: Strong collaborative, instructional, coaching, and leadership skills to support high-quality programming.
12. Data-Driven Decision Making: Ability to use data effectively to inform program quality improvement and improve student outcomes.
13. OST Principles: Knowledge and demonstrated application of effective youth development and OST principles, practices, and trends required.

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. Daily Program Operations

• Design and oversee daily programmatic schedule in compliance with district staffing ratios and requirements.
• Respond to and document all injuries and incidents on site in accordance with district policy.
• Oversee the site's budget, purchasing, and supply management.
• Coordinate with the school nurse to plan for student health needs, and oversee the documentation and delivery of all medication in accordance with DESE requirements.
• Coordinate snacks and meals, attendance tracking, student rosters, and fee collection.
• Manage and submit weekly staff payroll and ensure accurate daily timekeeping.
• Attend monthly meetings with building leadership to collaboratively address building and logistical concerns.
• Oversee compliance with all other relevant departmental and district policies/procedures not listed above.

II. Family, Youth and Community Engagement

• Serve as the primary point person for day-to-day caregiver questions and concerns.
• Plan and host events, workshops, and showcases to intentionally engage families.
• Oversee the recruitment of students by promoting program offerings through multiple channels, including but not limited to social media campaigns, weekly newsletters, classroom visits, attending community outreach events, and collaborating with relevant school leaders to ensure full program enrollment.
• Connect caregivers as needed with internal and external resources and services, including vouchers and scholarships.
• Provide authentic opportunities for youth to inform the design and implementation of program activities as appropriate.

III. Staff Coaching and Supervision

• Hire, onboard, and directly supervise all BLOCKS staff and manage coverage in their absence.
• Support staff development through regular meetings, coaching, and performance reviews.
• Assist with new staff orientation and onboarding in collaboration with the Department of Expanded Learning Time.
• Ensure a positive and productive working environment for all staff by facilitating open lines of communication, implementing restorative approaches to conflict resolution, and modeling the highest standards of behavior in accordance with FPS policy.

IV. Curriculum Development and Implementation

• Collaborate with Group Leaders to design and document developmentally appropriate play-based learning opportunities in accordance with district and department expectations.
• Meet with relevant school day staff, such as instructional coaches and classroom teachers, to identify shared educational priorities for participating students, including attending school SST meetings and IEP meetings as needed.
• Collaborate with departmental leadership to embed extension of school day curriculum content during out-of-school-time activities.
• Develop and facilitate programming for special programs, including early release days, vacation weeks, summer learning programs, and school closure days.

V. Evaluation and Program Improvement

• Evaluate programming using validated program assessment tools such as the SAYO-S and APT-O, as well as student, family, and staff