FRAMINGHAM PUBLIC SCHOOLS
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Expanded Learning (ELT) Flyers After School Program Lead
Cameron, Fuller and Walsh Middle Schools
Department of Expanded Learning Time
2026-2027 School Year
POSITION SUMMARY
The Expanded Learning (ELT) Flyers After School Program Lead is responsible for the supervision and oversight of Flyers after school programming at one of the Framingham Public Schools middle schools. Through a collaborative effort with school leaders, community partners, families, and students, the Flyers After School Program Lead will manage a high-quality after school program experience that provides socially and academically enriching activities with a strong focus on hands-on, project-based learning.
Specifically, the Program Lead will be responsible for managing and supporting staff, coordinating with external community partners, overseeing daily operations, addressing medical, behavioral, and other student needs, planning community events and field trips, and all other responsibilities pertaining to overseeing a multifaceted out-of-school-time program. This commitment aligns with Framingham Public Schools’ high expectations for achievement, ensuring a safe, inclusive, and culturally responsive environment that supports the health and well-being of all students within our 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
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 Background: High School diploma or equivalent is required; additional post-secondary education credits in a related field preferred.-
Relevant Experience: Previous experience in program coordination, family engagement, or community outreach preferred.
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Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is preferred.
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:
Educational Theory & Application: Ability to apply knowledge of program and curriculum design, implementation, and continuous programmatic improvement within an educational framework.
Communication & Stakeholder Engagement: Proficiency in communicating clearly, concisely, and responsively—both orally and in writing—across staff, parents, caretakers, and the general public.
Problem-Solving & Critical Thinking: Ability to think critically, define problems, collect data, establish facts, draw valid conclusions, and adapt to changing educational landscapes in high-pressure, fast-paced environments.
Organization & Multi-Tasking: Strong organizational skills with a proven capacity to manage program operations, track schedules, compile rosters, and handle multiple tasks simultaneously.
Compliance & Discretion: Ability to perform duties with high professional awareness of district goals, state/federal regulations, and DESE/departmental policies while maintaining appropriate confidential records.
Professional Resilience: Capacity to react calmly, professionally, and objectively to unpredictable, volatile, or high-stakes emotional situations, modeling restorative approaches and applying proper behavior de-escalation techniques.
Collaboration & Teamwork: Ability to consistently collaborate with school leadership, external community partners, faculty, and colleagues to ensure program success.
Staff Supervision & Leadership: Capacity to manage, support, and coach staff effectively while fostering a positive and productive working environment.
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.
Plan, prepare, and oversee a high-quality after school program experience that provides socially and academically enriching activities with a strong focus on hands-on, project-based learning.
Supervise, manage, and assist program staff, and coordinate internal shift coverage in their absence.
Serve as the primary point person for day-to-day caregiver questions and concerns.
Track daily student attendance, manage daily program schedules, and maintain accurate student rosters.
Coordinate directly with external community partners to facilitate enrichment activities and plan community events and field trips.
Respond to and formally document all student injuries, incidents, and behavioral developments on site in accordance with DESE and district policy.
Oversee the safe administration of medication, First Aid, and CPR in accordance with DESE and district requirements.
Ensure a positive and productive working environment for all staff by facilitating open lines of communication, implementing restorative approaches to conflict resolution, and modeling the highest standards of behavior in accordance with FPS policy.
Oversee compliance with all other relevant departmental, district, and DESE policies/procedures.
Maintain a safe, inclusive, welcoming, and culturally responsive learning environment during all program hours.
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.
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Director of Expanded Learning Time (ELT) (and/or designee).
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The performance of this job will be evaluated in accordance with theFramingham School Committee Contract.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
Session 1: September 28th - December 10th (10 weeks)
Session 2: January 4th - March 18th (10 weeks)
Session 3: March 22nd-June 3rd (10 weeks)
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Program Requirements: Must attend seasonal professional development sessions (typically held in September and March each year) and attend monthly check-in meetings with the Director and/or designee.
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
