Expanded Learning Time (ELT) Group Leader

Expanded Learning Time (ELT) Group LeaderThe Expanded Learning Time (ELT) Group Leader is responsible for the delivery of engaging and academically enriching activities for Framingham Public Schools students in grades Pre-K-12. ELT Group Leaders help execute high-quality project-based learning activities during before and after-school programming, while supporting the healthy social and emotional development of all students. This role is essential to Framingham Public Schools' day-to-day operations and strategic goal of fostering the development of the "whole child" by supporting academic, social-emotional, and mental health needs. 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. 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. Educational Requirement: A High School Diploma or equivalent required; additional post-secondary education credits in a related field preferred. Professional Experience: A minimum of one year of experience as an educator in a school or community-based setting is required. Experience with curriculum design and lesson planning is preferred. Knowledge Base: Basic knowledge of effective youth development and Out-of-School Time (OST) principles, practices, and trends. Proven track record working with children and adults from diverse cultural and economic backgrounds. 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: Differentiated Engagement: Ability to design and implement activities that meet the diverse needs of students, including students with disabilities and multilingual learners. Relationship Building: Strong capacity to build and maintain positive, collaborative relationships with children, staff, families, and supervisors. Communication Skills: Capacity to communicate clearly, effectively, and concisely both in oral and written form. Restorative Practices: Willingness to actively engage in positive, proactive, and restorative conflict resolution processes. Regulatory Compliance & Professionalism: High level of professionalism, including the ability to strictly follow all district, state, and federal requirements (such as MA Department of Early Education and Care for Elementary and DESE 21st Century Community Learning Center programs for Secondary).Adaptability: Capacity to respond flexibly to multiple competing priorities in a fast-paced, dynamic, and complex working environment. Continuous Growth: Ability to receive constructive feedback and a strong willingness to learn new skills to meet the evolving needs of students and families. Technology Integration: Familiarity with Google Suite and other instructional or administrative technologies as required by the program. Logistical Reliability: Possess reliable transportation to fulfill scheduling requirements across district sites. 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. 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. Planning, Preparation, and Instruction Facilitates a high-quality, academically enriching Out-of-School Time curriculum in active collaboration with the ELT Coordinator. Inspires students to set and achieve ambitious academic and personal goals through interactive learning. Integrates inclusive instructional methods that support the full participation of students with special needs and multilingual learners. II. Classroom Environment and Management Maintains a safe, supportive, and culturally responsive environment for all students that honors identity and fosters social-emotional growth. Establishes proactive routines and utilizes restorative justice techniques to manage behavior, resolve peer conflicts constructively, and maintain a productive atmosphere. Ensures appropriate supervision of all assigned students at all times, upholding the highest standards of safety. Models exemplary professional behavior in alignment with Framingham Public Schools core values. III. Assessment, Operations, and Data-Informed Practice Maintains accurate and complete attendance records in accordance with program and district policies. Responds to and thoroughly documents emergency situations, injuries, and incidents in strict alignment with EEC and district regulations. Monitors student engagement and behavioral trends to adjust real-time program delivery and support. IV. Communication and Collaboration Communicates student progress, achievements, and behavioral challenges clearly and promptly to families, colleagues, and school staff to uphold consistently high expectations. Actively participates in monthly staff meetings, program planning sessions, and required professional development initiatives. Coordinates closely with the site coordinator, school-day staff, and multidisciplinary teams to support holistic student growth. Attends and actively supports family engagement activities and designated special program events as needed. V. Professional Responsibilities and Development Commits to ongoing professional development, staying current with evidence-based youth development practices and safety protocols. Completes the mandatory Department of Early Education and Care (EEC) Background Record Check (BRC) in compliance with federal law for Elementary and Pre-K programming. Completes the mandatory EEC Essentials 2.0 training course prior to working with children, and fulfills the annual refresher training package requirements as applicable. Other duties as assigned. 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.