Extended School Year (ESY) Coordinator

FRAMINGHAM PUBLIC SCHOOLS

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Extended School Year ESY Coordinator Department of Special Education Summer 2026 Adventures Program Coordinator BEST Program Coordinator BLOCKS Program Coordinator Connect Program Coordinator Connections Program Coordinator Flyers Program Coordinator LEAP Program Coordinator Nurse Coordinator Occupational Therapy Coordinator On-Site ESY Coordinator SOAR Program Coordinator Grades K-5 SOAR Program Coordinator Grades 6-8 Speech and Language Pathologist Coordinator

POSITION SUMMARY

The Extended School Year ESY Program Coordinators provide high-level administrative leadership and operational expertise ensuring the effective delivery and management of specialized summer programming for the districts students. These roles are responsible for enhancing the educational and therapeutic experience by overseeing program-specific logistics, supervising staff, and ensuring that instructional or clinical goals align with the individual needs of all learners. Key responsibilities include managing daily operations, facilitating communication between families and staff, and ensuring compliance with district policies and special education regulations.

The Extended School Year ESY Program Coordinators serve as the primary point of contact for their respective programs, requiring exceptional leadership, organizational skills, and the ability to manage complex educational projects in a fast-paced environment. This commitment aligns with Framingham Public Schools high expectations for achievement, equal access to culturally responsive quality instruction, and the fostering of a sense of belonging for all subgroups within our schools.

OUR MISSION

Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our communitys 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, AND REGISTRATION

Possession of a valid Massachusetts professional license or Department of Elementary and Secondary Education (DESE) certification in the relevant area of expertise is required.

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: A Bachelors degree in a related field is required. A Masters degree or higher in Education, Special Education, or a clinical discipline is preferred.

Professional Experience: A minimum of three years of experience in an educational or clinical setting is preferred, with demonstrated experience in a leadership or supervisory capacity.

Specialized Knowledge: Extensive knowledge of special education programming and experience working with students with Autism, PDD, or other neurological disorders is required.

Programmatic Oversight Experience: Experience in program coordination, staff supervision, and the implementation of Individualized Education Programs (IEPs) is preferred.

Language Proficiency: Fluency in Spanish and/or Portuguese is strongly preferred.

SKILLS AND ABILITIES

To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:

Communication & Presentation

• Communicate clearly and concisely in both oral and written forms
• Effectively present information and respond to questions from staff, parents, and the general public

Analytical Thinking & Problem Solving

• Read, analyze, and interpret professional periodicals, technical procedures, and governmental regulations
• Define problems, collect data, establish facts, and draw valid conclusions to inform decisions for student success

Relationship Building & Cultural Proficiency

• Establish and maintain effective working relationships with students, caregivers, staff, and the community
• Work with individuals and families of diverse backgrounds in an equitable, inclusive, and culturally proficient manner

Professionalism, Attendance, & Adaptability

• Maintain regular and punctual attendance to ensure consistent department operations and district-wide support
• React professionally and objectively to unpredictable situations, such as behavioral issues or environmental changes, while maintaining a proactive, reflective, and solution-focused approach

Organizational Management

• Work independently, prioritize tasks, and manage several projects simultaneously while maintaining strong organizational skills to balance the demands of a multi-tasking position

Compliance & Confidentiality

• Perform duties with awareness of district requirements, state and federal laws, and Framingham Public Schools policies
• Maintain appropriate confidential records in accordance with FERPA and 603 CMR 28.00

Instructional Leadership

• Apply knowledge of current research and theory in education
• Demonstrate strong teaching, coaching, and leadership skills in a team setting

Technology

• Operate and acquire skills in computer software, including Google Workspace, and use instructional technology appropriately to facilitate learning

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.

• Oversee all facets of the assigned ESY program, ensuring that daily operations align with district standards and the specific developmental needs of the student population
• Responsible for the recruitment, coordination, and orientation of program staff, providing ongoing supervision and professional support to teachers, service providers, and support personnel
• Oversee the tracking of staff hours and the timely submission of all payroll documentation, ensuring that staff compensation aligns with district contracts and approved program budgets
• Maintain accurate daily records of student and staff attendance, including the timely verification and submission of time and attendance records for payroll processing
• Offer high-level guidance and support for curriculum implementation and therapeutic interventions to ensure students receive high-quality individualized instruction
• Act as the primary liaison for families, collaborating proactively with parents and guardians to address student challenges, share progress, and foster a supportive summer environment
• Work in close cooperation with the Director and Assistant Director of Special Education to ensure program goals are met and district policies are strictly followed
• Ensure that all activities are conducted in accordance with state and federal special education regulations, including the proper implementation of IEPs and student safety protocols
• Coordinate and lead staff orientation sessions to ensure all team members are prepared for the operational and instructional requirements of the summer session
• Other reasonable duties as assigned by the Extended School Year ESY Director, that are consistent with the general requirements and qualifications of a leadership role.

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: Must move throughout school buildings and grounds frequently, navigate quickly across even or uneven surfaces to respond to student needs or emergencies
• Stationary Tasks: Often remains in a stationary position for administrative tasks such as reporting and data entry
• Technology & Data: Ability to read and input digital and printed data, e.g., complex IEP evaluations, reports using office productivity machinery
• Manual Dexterity: Frequent use of hands, arms to operate technology and handle instructional or administrative tools
• Physical Strength: Ability to lift at least 20 lbs, e.g., books, supplies, or medical adaptive equipment
• Sensory Requirements: Must see and hear on a continuous basis to ensure student safety in a dynamic environment
• Working Environment: Works in a school setting with moderate-to-high noise levels, requires the ability to maintain focus amid frequent interruptions
• Crisis Management: Ability to physically engage with and redirect students who exhibit challenging or aggressive behaviors to maintain a safe learning environment
• Physical Stamina: Sufficient physical strength and agility to manage active behavioral interventions and ensure student supervision during periods of emotional dysregulation
• Interaction Level: Must frequently sit, stoop, kneel, crouch, or crawl to interact with early childhood students at their eye level
• Physical Lifting: Ability to lift and/or move at least 40 lbs, e.g., lifting small children, moving play equipment, or utilizing adaptive medical equipment
• Hygiene & Safety: Directly responsible for safety and well-being, including potential exposure to bodily fluids or pathogens associated with early childhood care, e.g., diapering and toileting

REPORTS TO

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

• Program Duration: This role is for July and early August. Candidates must be available to attend all mandatory summer program orientation and training days
• Attendance Requirement: Consistent attendance for the full duration of the summer programming is a prerequisite for eligibility and continued employment in this role
• Compensation: Final compensation and total hours for this position are subject to student enrollment and