Position Summary
The Prenatal - Early Childhood Services and Supports Unit of the SFLC works to develop & implement a comprehensive, research-based strategy for prenatal to early childhood supports, ensuring alignment & coordination with early childhood through K priorities, putting children & families on a path toward school success.
The SFLC Home Visitor and Outreach Worker focuses on reaching out to diverse families with young children in the community and strengthening parent-child interaction. Home visits include building language and promoting literacy-rich home environments preparing children for school readiness and school success, promoting positive parenting skills, enhancing the child’s cognitive and social-emotional development, and fostering pre-literacy skills that are essential for early learning school readiness.
Essential Functions & Responsibilities
The essential functions or responsibilities listed below are intended only as illustrations 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 the work is similar, related, or a logical assignment to the position
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Outreach to potential participant families
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Visit assigned families twice a week for half an hour each visit or as modified by the coordinator
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Plan age-appropriate activities to stimulate learning and encourage parent-child interactions
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Model for parents appropriate ways to verbally interact with their child using toys and books
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Utilize the Protective Factors Framework to provide in-home services to support families in increasing resiliencies, resources, knowledge, skills, and support systems
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Write an anecdotal report for each home visit in a timely manner
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Report issues to the program coordinator
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Work independently and on a team
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Perform occasional translation or interpretation
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Attend ParentChild+ Staff meetings and trainings; attend SFLC All-Staff meetings
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Commits to providing and promoting equitable practices to ensure access for all families
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Other job-related duties as assigned by the program coordinator
Preferred Qualifications, Knowledge, Abilities, & Skills
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Fluent in Spanish
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Experience working directly with children and families from culturally diverse communities.
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Knowledge of child development
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Home Visiting experience a plus but not required
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Good communication skills
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Exhibit a positive attitude toward parents and children
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Excellent organizational skills
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Ability to collaborate and work well with a diverse team
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Strong knowledge of Microsoft Office Suite, including working knowledge of Excel. Knowledge of Adobe Creative Suite.
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Familiar with Zoom platform or other video conferencing software
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Willingness to work several evenings and Saturdays
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A valid Massachusetts driver’s license with access to a car is required for anyone applying for that position.
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Deep commitment to closing opportunity gaps and promoting equitable practices
Physical Requirements
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the position’s essential functions.
Mobility: Frequent walking, standing, and navigating stairs.-
Lifting/Strength: Ability to lift, push, pull, or carry objects ranging from 10 to 20 lbs (e.g., books, supplies, equipment).
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Physical Dexterity: Bending, crouching, kneeling, stooping, and reaching to assist students.
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Stationary Tasks: Remaining in a stationary position (sitting/standing) for long periods.
Reporting Relationships
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Position Report to: Director of Early Beginnings Family Support Program
Terms of Employment
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Position Type: Temporary / Grant Funded
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2026-2027 School Year
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Schedule: Intermittent / Up to 19 hours per week
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FLSA Classification: Exempt
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Compensation: $28.35 per hour worked
Pre-Employment Requirements
MA Criminal Offender Record Information (CORI) Clearance
Fingerprints
The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.
