Coordinator of Expanded Learning; ELT Early Education Site

Coordinator of Expanded Learning (ELT) Early Education Site

Department of Expanded Learning Time

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.

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

• 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.

• 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…