Family Support Coordinator

FRAMINGHAM PUBLIC SCHOOLS

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Family Support Coordinator

Office of the Superintendent

2026-2027 School Year

POSITION SUMMARY

The primary focus of the Family Support Coordinator (formerly Wrap Around Coordinator) is to develop and implement a strength-based approach to family engagement by focusing on the development of a positive and affirming school culture. The Family Support Coordinator proactively and intentionally works to improve the climate and the culture of the school, support family empowerment, and partner with a network of community providers to facilitate prompt access to the holistic needs of students. This position is grounded in the school but works closely to cultivate relationships with community serving providers who address issues of access for families. By serving as the facilitator of two-way communication with the community, the Coordinator expands the school''s capacity to address the non-academic barriers to learning by working in close collaboration with the school administration and support staff. This commitment aligns with Framingham Public Schools' high expectations for achievement, equal access to culturally responsive, quality instruction, and fostering an active, participatory, and equitable community.

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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

• Not applicable.

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 Bachelor''s Degree from an accredited college or university is preferred but not required.

• Professional Experience: Successful experience organizing parents/guardians within a diverse or urban community environment. Proven experience managing student supports across the continuum of prevention, enrichment, early intervention, and intensive/crisis intervention services.

• Language Proficiency: Bilingual proficiency in Spanish or Portuguese is highly preferred to engage effectively with students'' families and the community.

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:

• Community Organizing & Engagement: Successful experience organizing parents/guardians and building advocacy capacity within a diverse community.

• Resource Coordination & Triage: Ability to systematically manage and map student supports across a wide continuum (prevention, enrichment, early intervention, and crisis intervention services).

• Cross-Functional Collaboration: Demonstrated ability to build relationships and work effectively with building administrators, teachers, and cross-functional teams regarding program implementation.

• Relationship Building: Sharp capacity to establish and maintain trusted working relationships with community partners, social service agencies, and individuals with varying beliefs, cultures, and lifestyles.

• Data Tracking & Case Management: Ability to design, monitor, and analyze student data and Individual Success Plans to track intervention effectiveness.

• Communication Style: Strong verbal and written communication skills; ability to facilitate clear, empathetic, two-way communication with families and external stakeholders.

• Behavioral Support Literacy: Understanding of behavioral health systems, positive behavioral strategies, and trauma-informed practices within an educational setting.

• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable, safe, and inclusive district environment for all subgroups.

• Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professional discretion, confidentiality, and composure when handling sensitive family or student crises.

• Problem Solving & Adaptability: Sound reasoning skills to identify non-academic barriers to learning and recommend immediate, creative pathways to community resources.

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.

I. Case Management & Student Support Delivery

• Systematically identify individual student needs in key academic and non-academic areas.

• Develop, monitor, and conduct quarterly reviews of each student's Individual Success Plan to assess the effectiveness of linked services and accelerate student achievement.

• Ensure the direct delivery of school and community resources, tailoring services to individual student needs across prevention, enrichment, early intervention, and crisis response.

• Integrate behavioral health interventions and positive behavioral strategies throughout the school culture.

II. Community Partnerships & Resource Coordination

• Coordinate and manage community resources to support student success in academics, college/career readiness, family engagement, and overall health and wellness.

• Create and maintain effective, accessible linkages and pathways to community social services for families.

• Convene relevant community agencies and organizations to monitor program effectiveness and increase the coherence of community partners with the school's intended outcomes.

• Track, measure, and monitor operational data to map the effectiveness of external partnerships and community interventions.

III. Strategic Family Engagement & School Culture

• Develop school-based strategies and procedures that support a positive school culture, encourage family empowerment, and facilitate prompt triage of student needs.

• Serve on the district-wide Family Engagement task force supporting the development and execution of a comprehensive family and community engagement plan.

• Collaborate with a district-wide network of coordinators to provide holistic support and coordinated communication between public schools and community partners.

• Share best practices, present student cases, and strategize with other district coordinators during case conferences.

IV. Training, Policy & Accountability Alignment

• Monitor and implement components, indicators, and measures of the school accountability plan relevant to wrap-around services that support school and student success.

• Coordinate training and targeted professional development opportunities relevant to wrap-around supports for school and community stakeholders.

• Recommend continuous improvements to district policies and school practices to ensure the effective removal of systemic barriers to learning.

Other duties as assigned.

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: Demands high physical activity. Requires frequent standing, walking, bending, stooping, kneeling, reaching, and traversing throughout multiple multi-story school buildings, boilers rooms, and exterior grounds. Routine travel between district facilities is mandatory; must possess a valid driver's license.

• Stationary Tasks: Regularly handles administrative data entry, report writing, inventory calculation, and digital tracking tasks while remaining in a stationary office space.

• Sensory Requirements: Must possess clear close-range, distance, and peripheral vision to continuously identify facility safety hazards, execute inspections, and monitor properties. Must have the auditory acuity to hear mechanical systems, safety alarms, and communicate effectively in high-noise maintenance environments.

• Communication: Must communicate effectively, clearly, and precisely with administrators, personnel, union representatives, contractors, and the public in person, via email, and on the telephone.

• Manual Dexterity & Technology: Continuous use of hands to finger, handle, or feel; high manual dexterity required to operate computer interfaces, tablets, diagnostic tools, and facilities machinery throughout shifts.

• General Physical Strength: Physical ability to occasionally lift, pull, push, or reposition objects, equipment, and bulk inventory items weighing up to 40-50 pounds.

• Working Environment: Operates across traditional climate-controlled offices, busy academic corridors, industrial mechanical rooms, and outdoors. Subject to routine exposure to intense heat, bitter cold, severe winter weather, high noise levels, airborne dust particles, and commercial cleaning chemical solvents.

• Safety Equipment & Protocols: Required to model and enforce proper personal protective equipment (PPE) procedures, safety gear usage, and uniform guidelines for self and staff.

• Interaction & Focus: Must interact routinely with diverse stakeholders, balance multiple rapid facilities crises simultaneously, and maintain strict focus on structural safety amid frequent interruptions.

• Behavioral Resilience & Composure: Capacity to remain calm, objective, and professional when exposed to urgent emergency facility failures, labor challenges, unexpected weather disruptions, or high-stakes logistical deadlines.

REPORTS TO

• Director of Partnerhips (and/or designee)
• The performance of this job will be evaluated as per the Framingham School Committee Contract.

SUPERVISORY RESPONSIBILITIES

• None

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION

• This position is classified as Exempt (Salaried).

TERMS OF EMPLOYMENT

• Covered under the Framingham School Committee Contract.

• Work-Year: 260 days (Twelve-Months)

• The District reserves the right to transfer personnel as needed.

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