System Coherence Lead (0.40 FTE)

Framingham Public Schools Office of Teaching and Learning - Framingham, Massachusetts Open in Google Maps Framingham Public Schools Office of Teaching and Learning - Framingham, Massachusetts Open in Google Maps This job is also posted in Framingham Public Schools System Coherence Lead (0.40 FTE) Job Details Application Deadline: Posted until filled Starting Date: Immediately Job Description

FRAMINGHAM PUBLIC SCHOOLS

Follow us on LinkedIn System Coherence Lead Office of Teaching and Learning 2026-2027 School Year

POSITION SUMMARY

The System Coherence Lead is a strategic leadership role designed to foster alignment, build capacity, and drive continuous instructional improvement across the district. Rooted in the Public Education Leadership Project (PELP) framework, this role ensures that all district departments, school leaders, and external partners are working in unison toward our shared educational priorities. The ideal candidate will be an expert facilitator and coach who can bridge the gap between high-level district strategy and ground-level instructional leadership, ultimately ensuring every student has access to a strong culture of learning and high-quality, standards-based instruction. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.

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 Educator License in Administrator/Leadership (e.g., Superintendent/Assistant Superintendent or Principal/Assistant Principal preferred).

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: Master’s degree or higher from an accredited college or university in Educational Leadership, Curriculum and Instruction, or a related field preferred. Professional Experience: Proven track record in educational leadership, principalship, or district-level administration required. Experience as a school administrator preferred. Framework Knowledge: Deep understanding of the Public Education Leadership Project (PELP) framework and systemic coherence in K-12 education.

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: Instructional & Systemic Alignment: Expert ability to align departmental and school goals with district-wide strategic priorities and high-quality instructional materials (HQIM). Adult Learning & Coaching: Mastery of adult learning theory, leadership coaching, and facilitating Professional Learning Communities (PLCs). Equitable Practices: Deep grounding in equity-focused strategies aimed at closing opportunity and achievement gaps for multilingual learners, students with disabilities, and high-needs students. Group Facilitation: Exceptional facilitation skills to lead cross-departmental teams, District Instructional Leadership Teams (D-ILT), and administrator training cohorts. Evaluation Systems: Comprehensive understanding of administrator and educator supervision and evaluation systems. Communication & Collaboration: Strong communication skills to articulate complex strategic initiatives clearly and navigate organizational structures effectively. 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. Strategic Alignment & Systemic Coherence Assists district leadership in aligning departmental goals with overarching district-wide improvement strategies rooted in the PELP framework. Ensures all strategic initiatives focus on providing every student access to high-quality instructional materials (HQIM) and grade-level, standards-based instruction. Drives systemic alignment specifically aimed at closing achievement and opportunity gaps for multilingual learners, students with disabilities, and students with high needs. Strengthens and streamlines district-wide communication regarding strategic initiatives to ensure cohesive messaging across departments. II. Leadership Development & Capacity Building Deepens shared understanding and capacity within the District Instructional Leadership Team (D-ILT), including co-developing agendas and co-facilitating biweekly meetings. Works directly with school principals to cultivate instructional leadership skills through one-to-one coaching and PLC facilitation. Trains and builds capacity among district-level leaders to deliver actionable, empathetic coaching to school-based leaders. Develops and facilitates a comprehensive supervision and evaluation training program for all new district evaluators to ensure consistent feedback practices district-wide. III. External Partnerships & Collaboration Serves as the primary liaison with district partners to coordinate a seamless continuity of services aligned with district instructional priorities. Fosters ongoing partnerships with PELP facilitators and the Massachusetts Department of Elementary and Secondary Education (MA DESE) for cross-district collaboration. 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

Assistant Superintendent for PreK-12 Education (and/or Designee). The performance of this job will be evaluated in accordance with the Framingham School Committee Contract.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION

This position is classified as Exempt (Professional).

TERMS OF EMPLOYMENT

C overed under FraminghamSchool Committee 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 . Revised 2026 Position Type: Part-Time Salary: upto $320 Per Day Job Requirements Citizenship, residency or work visa required Contact Information Anne Ludes , Assistant Superintendent for PreK-12 Education Department of Curriculum, Instruction and Assessment Email: View email address on click.appcast.io #J-18808-Ljbffr Young World Physical Education