Coordinator of Expanded Learning (ELT) Early Education Site

Coordinator of Expanded Learning (ELT) Early Education Site Department of Expanded Learning Time Position Summary 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 manage 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 manage and support staff, coordinate with external community partners, oversee daily operations, address medical, behavioral, and other student needs, plan community events and field trips, and all other responsibilities related 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 and new job assignments, and who can assume responsibility for routine decisions in the absence of an immediate supervisor. Certificates, Licenses, Registrations Specialization/licensure in Early Childhood Education, Special Education and/or ESL preferred First Aid/CPR licensure preferred Safety Care certification preferred Training and Experience Educational Requirement: Bachelor’s Degree in education or a related field preferred. High School degree is required. Professional Experience: 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. Preferred Experience: Awareness and experience with public school educational policies, systems, and practices strongly preferred. Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is preferred. Skills and Ability Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from students, staff, parents, and community members. Policy & Regulation Interpretation: Ability to read, analyze, and interpret professional literature, technical procedures, and relevant federal, state, and Framingham Public Schools policies and regulations. 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. Evidence-Based Practice: Capacity to use professional literature, evidence‑based research, and ongoing professional learning to inform instructional and practice decisions. Relationship Building & Collaboration: Ability to establish and maintain positive, effective working relationships with students, families, colleagues, and the community. Organization & Time Management: Strong organizational and time‑management skills to work independently, prioritize tasks, and manage multiple projects. Cultural Proficiency: Demonstrated cultural proficiency and competence in working with students and families from diverse backgrounds. Compliance & Confidentiality: Ability to maintain confidentiality of sensitive information and student records. Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high‑stakes emotional situations or behavioral escalations. Technology Proficiency: Proficiency in using technology and willingness to learn new tools; ability to operate a computer and utilize software, including Google Workspace. Leadership & Coaching: Strong collaborative, instructional, coaching, and leadership skills to support high‑quality programming. Data-Driven Decision Making: Ability to use data effectively to inform program quality improvement and improve student outcomes. OST Principles: Knowledge and demonstrated application of effective youth development and OST principles, practices, and trends required. Essential Duties and Responsibilities I. Daily Program Operations Design and oversee daily programmatic schedule in compliance with EEC staffing ratios and requirements. Respond to and document all injuries and incidents on site in accordance with EEC and 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 and EEC 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, district, and EEC 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 social media campaigns, newsletters, classroom visits, community outreach events, and collaboration 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 attendance at 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 assessment tools such as SAYO‑S and APT‑O, as well as student, family, and staff surveys to ensure that youth are participating in a quality learning experience. Prepare regular reports and presentations on program activities, outcomes, and trends as requested. Use data analysis to identify areas for program improvement and inform decision‑making processes. Oversee the execution of project activities to ensure alignment with organizational objectives. Other Duties as Assigned Other duties as assigned. Physical Working Conditions Mobility, navigation and travel: Must be able to move about and traverse throughout the school building and grounds. May be required to move quickly across even or uneven surfaces. Stationary tasks: Must often remain in a stationary position for considerable periods of time for administrative tasks and meetings. Physical dexterity & agility: Occasionally required to reach, sit, stoop, kneel, crouch, or crawl. Frequent use of hands to finger, handle, or feel, and use hand strength to grasp tools. General physical strength: Expected to lift at least 20 lbs. Student support: Must be able to assist students who have physical difficulties and may need physical interaction. Manual dexterity & technology: Operate a computer and other office productivity machinery continuously. Communication: Must communicate effectively with students, parents, and staff in person, via email, and on the telephone. Sensory requirements: Must see and hear continuously to ensure student safety and provide instruction. Interaction & demands: Must interact with students, parents, and staff routinely and meet multiple demands. Working environment & exposure: While most of the workday is spent indoors, must spend time outdoors for recess and special activities. May be exposed to bodily fluids, disease, or pathogens and may receive injuries from aggressive students. Reports To Director of Expanded Learning Time (and/or designee) The performance of this job will be evaluated in accordance with the Framingham School Committee Policy. Fair Labor Standards Act (FLSA) Classification This position is classified as Exempt (Professional). Terms of Employment Covered under Framingham School Committee Contract. Work Year: 260 days (Twelve‑Months). The District reserves the right to transfer personnel as needed. Employees may be requested to work at different sites 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, leave 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, Revised 2025. #J-18808-Ljbffr Framingham Public Schools