Coordinator of Expanded Learning Time (ELT) Student Supports

Coordinator of Expanded Learning Time (ELT) Student Supports

The Coordinator of Expanded Learning Time (ELT) Student Supports is responsible for designing, implementing, and overseeing systems of support for students with unique behavioral, learning, and/or social-emotional needs. Working collaboratively with school day and ELT staff and families, the Coordinator will serve as a bridge connecting students' school day support team, the ELT staffing team, and caregivers to ensure continuity of services and support for all students. The Coordinator will be responsible for reviewing IEPs, 504 plans, and other relevant student data, developing inclusion plans, providing coaching and training to program staff, and ensuring the implementation of recommended accommodations for students with special needs and/or multilingual learners. The Coordinator will engage regularly with school (Principal/Assistant Principal, school social worker, TEC) and district (Department of Special Education, Department of Student Supports, Department of Multilingual Education, Department of Teaching and Learning) administrators to proactively manage student cases in this role. The Student Services Coordinator will also support curriculum design and professional development for the entire Expanded Learning Time department in collaboration with ELT Leadership to ensure that all programming is inclusive and accessible to all learners. This position requires a candidate who effectively interacts with others in person, has strong communication skills (both verbal and written), is committed to equity and access, has experience creating organizational systems, uses analytic skills to facilitate collaborative problem solving, 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 (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.

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 School/Adjustment Counseling License or Social Work licensure preferred.

• First Aid/CPR licensure preferred.
• Safety Care certification 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.

• Educational Requirement: Master's degree preferred. Bachelor's degree is required.

• Professional Experience: Minimum of 2 years of experience as a professional or educator in a school or community-based setting required.

  • At least 1 year of administrative experience overseeing programmatic operations in an educational setting required.

  • Experience with program and curriculum design, development, implementation, and continuous programmatic improvement required.

  • Experience working in inclusion settings required.

  • Experience supervising, coaching, and evaluating staff required.

• Preferred Experience: * Awareness and experience with public school educational policies, systems, and practices strongly preferred.

  • Familiarity with FPS Code of Conduct and systems of support strongly preferred.

• Language Proficiency: 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

• Observe students in school day and ELT settings to assess functional behavioral and learning needs and provide recommendations for accommodations, modifications, scaffolds, and supports to be implemented in ELT.

• Review IEPs, 504s, and other student assessment data along with caregiver accommodation requests in order to develop actionable inclusion plans.

• Partner with Site Coordinators to adapt behavior plans, schedules, and classroom practices as appropriate to meet student needs.

• Support the implementation of positive student behavior practices aligned with district expectations and the FPS Code of Conduct.

• Coordinate with Special Education, Multilingual Education, Student Support, and school staff to align student supports across school-day and ELT programs.

II. Family, Youth and Community Engagement

• Provide regular progress updates to caregivers and meet to determine inclusion plan adjustments as needed.

• Connect families with school-based and community resources as needed.

• Attend Student Support and IEP meetings for identified students as needed.

III. Staff Coaching and Supervision

• Support the recruitment, hiring, training, and supervision of inclusion support staff.

• Conduct site visits and provide on-site coaching and supervision