Framingham Public Schools
Expanded Learning Time (ELT) Inclusion Specialist
Framingham Public Schools, Framingham, Massachusetts, us, 01704
Overview
FRAMINGHAM PUBLIC SCHOOLS Expanded Learning Time (ELT) Inclusion Specialist 2025-2026 School Year POSITION SUMMARY: The Expanded Learning Time (ELT) Inclusion Specialist is responsible for ensuring that all students, especially those with disabilities and/or multilingual learners, are able to safely and successfully participate in all expanded learning program activities. This role works closely with the ELT Group Leader to provide supports, scaffolds, and additional supervision as needed for students who have unique learning and/or behavioral needs. The ideal candidate is creative, flexible, culturally nimble, and deeply passionate about inclusion and access for all students. Mission and Diversity Commitment
OUR MISSION: Framingham Public Schools is committed to excellence for all students. A core value, embedded in the district’s philosophy and goals, is that “all children will learn.” Offering equitable access to education hinges on providing the highest quality teachers in every school and classroom. Diversity among teachers and staff advances student achievement. Framingham Public Schools is committed to building a workforce reflective of the diversity of our students and aims to teach and practice cultural proficiency and inclusion to live, learn, and work together in a diverse world. We strive to create an inclusive, respectful workplace and provide equal opportunity for all employees. Framingham Public Schools is dedicated to building a culturally diverse and pluralistic faculty and strongly encourages applications from minorities. Certificates, Licenses, Registrations
Valid Massachusetts Teaching license and SEI Endorsement preferred Specialization/licensure in Special Education and/or ESL preferred Training and Experience
Framingham Public Schools seeks candidates whose background, teaching, or service will contribute to our commitment to diversity and inclusion. We value candidates with non-traditional educational backgrounds or experiences of underrepresented groups. A high school diploma is required; additional post-secondary education credits in a related field are preferred. Minimum of 1 year of experience as an educator in a school or community-based setting required Basic knowledge of effective youth development and OST principles, practices, and trends is required Experience working with children and adults from diverse cultural and economic backgrounds is required Experience with differentiated instruction, IEPs, 504s, research-based inclusion policies and practices required Fluency in Spanish and/or Portuguese is strongly preferred Skills and Ability
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Ability to work with diverse populations of students, especially students with disabilities and multilingual learners. Strong capacity to build and maintain positive relationships with children, staff, families, and supervisors. Clear and concise oral and written communication. Willingness to engage in positive, proactive and restorative conflict resolution processes. Professionalism and ability to follow all district, state, and federal requirements including MA Department of Early Education and Care (Elementary) and DESE 21st Century Community Learning Center programs (Secondary). Capacity to respond flexibly to multiple priorities in a fast-paced and complex environment. Ability to receive constructive feedback and willingness to learn new skills to meet student and family needs. Familiarity with Google Suite and other technology as required by the program. Essential Duties and Responsibilities
The essential functions or duties listed below are illustration of the types of work that may be performed. The omission of specific statements of duties does not exclude them from the position. This job description does not constitute an employment agreement and is subject to change by the employer. Support students with emotional regulation and behavior using tools such as behavior charts, visual schedules, and consistent routines. Offer differentiated academic support when appropriate, based on student needs. Work closely with students who have IEPs, 504 plans, or other documented accommodations including 1:1 support as needed. Work with the ELT site coordinator and family to ensure the student’s inclusion plan is followed. Encourage positive social interactions and foster student independence over time. Document and provide appropriate follow up for incidents and injuries as needed. Communicate with families, colleagues, and school staff to support student inclusion, growth and high expectations. Create and reinforce a culture of achievement. Build and leverage relationships with students, families, volunteers, peers, and the school community to support student success. Facilitate student success in inclusion programming. Attend monthly meetings and quarterly professional development as required by the department. 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. May be required to work at multiple schools; reliable transportation is necessary. Requires physical activity and occasional lifting, moving, or assisting students. Work takes place in a typical school environment with a moderate noise level. May involve outdoor time for recess, drills, and activities. May be exposed to bodily fluids, disease, or pathogens. May involve some physical interaction with students with behavioral challenges. May be reassigned to different schools based on student needs. Reporting and Supervision
REPORTS TO:
ELT Site Coordinator or ELT Program Lead SUPERVISORY RESPONSIBILITIES:
None. FLSA and Status
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:
Exempt (Professional). This is a ten (10) month seasonal position during the school year. Shifts and schedules vary by student need. Framingham Public Schools reserves the right to adjust assignment time and may require work at different sites as needed. Background Check and Training
As our programs receive funding through the Child Care Development Fund (CCDF), all employees and volunteers must complete a background record check (BRC) through the Department of Early Education and Care (EEC) under federal law. Effective May 2024, all staff in EEC child care programs must take the new EEC Essentials 2.0 training course. All new hires must complete EEC Essentials 2.0 before working with children, with annual refreshers thereafter. This training currently does not apply to Little Explorers @ Juniper Hill or Secondary Group Leaders. Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, religion, sex, national origin, age, disability or genetics. The district complies with state and local nondiscrimination laws. The policy prohibits workplace harassment based on various protected characteristics. The Framingham Public Schools prohibit sex discrimination in any education program or activity. Individuals may report concerns to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website.
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FRAMINGHAM PUBLIC SCHOOLS Expanded Learning Time (ELT) Inclusion Specialist 2025-2026 School Year POSITION SUMMARY: The Expanded Learning Time (ELT) Inclusion Specialist is responsible for ensuring that all students, especially those with disabilities and/or multilingual learners, are able to safely and successfully participate in all expanded learning program activities. This role works closely with the ELT Group Leader to provide supports, scaffolds, and additional supervision as needed for students who have unique learning and/or behavioral needs. The ideal candidate is creative, flexible, culturally nimble, and deeply passionate about inclusion and access for all students. Mission and Diversity Commitment
OUR MISSION: Framingham Public Schools is committed to excellence for all students. A core value, embedded in the district’s philosophy and goals, is that “all children will learn.” Offering equitable access to education hinges on providing the highest quality teachers in every school and classroom. Diversity among teachers and staff advances student achievement. Framingham Public Schools is committed to building a workforce reflective of the diversity of our students and aims to teach and practice cultural proficiency and inclusion to live, learn, and work together in a diverse world. We strive to create an inclusive, respectful workplace and provide equal opportunity for all employees. Framingham Public Schools is dedicated to building a culturally diverse and pluralistic faculty and strongly encourages applications from minorities. Certificates, Licenses, Registrations
Valid Massachusetts Teaching license and SEI Endorsement preferred Specialization/licensure in Special Education and/or ESL preferred Training and Experience
Framingham Public Schools seeks candidates whose background, teaching, or service will contribute to our commitment to diversity and inclusion. We value candidates with non-traditional educational backgrounds or experiences of underrepresented groups. A high school diploma is required; additional post-secondary education credits in a related field are preferred. Minimum of 1 year of experience as an educator in a school or community-based setting required Basic knowledge of effective youth development and OST principles, practices, and trends is required Experience working with children and adults from diverse cultural and economic backgrounds is required Experience with differentiated instruction, IEPs, 504s, research-based inclusion policies and practices required Fluency in Spanish and/or Portuguese is strongly preferred Skills and Ability
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Ability to work with diverse populations of students, especially students with disabilities and multilingual learners. Strong capacity to build and maintain positive relationships with children, staff, families, and supervisors. Clear and concise oral and written communication. Willingness to engage in positive, proactive and restorative conflict resolution processes. Professionalism and ability to follow all district, state, and federal requirements including MA Department of Early Education and Care (Elementary) and DESE 21st Century Community Learning Center programs (Secondary). Capacity to respond flexibly to multiple priorities in a fast-paced and complex environment. Ability to receive constructive feedback and willingness to learn new skills to meet student and family needs. Familiarity with Google Suite and other technology as required by the program. Essential Duties and Responsibilities
The essential functions or duties listed below are illustration of the types of work that may be performed. The omission of specific statements of duties does not exclude them from the position. This job description does not constitute an employment agreement and is subject to change by the employer. Support students with emotional regulation and behavior using tools such as behavior charts, visual schedules, and consistent routines. Offer differentiated academic support when appropriate, based on student needs. Work closely with students who have IEPs, 504 plans, or other documented accommodations including 1:1 support as needed. Work with the ELT site coordinator and family to ensure the student’s inclusion plan is followed. Encourage positive social interactions and foster student independence over time. Document and provide appropriate follow up for incidents and injuries as needed. Communicate with families, colleagues, and school staff to support student inclusion, growth and high expectations. Create and reinforce a culture of achievement. Build and leverage relationships with students, families, volunteers, peers, and the school community to support student success. Facilitate student success in inclusion programming. Attend monthly meetings and quarterly professional development as required by the department. 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. May be required to work at multiple schools; reliable transportation is necessary. Requires physical activity and occasional lifting, moving, or assisting students. Work takes place in a typical school environment with a moderate noise level. May involve outdoor time for recess, drills, and activities. May be exposed to bodily fluids, disease, or pathogens. May involve some physical interaction with students with behavioral challenges. May be reassigned to different schools based on student needs. Reporting and Supervision
REPORTS TO:
ELT Site Coordinator or ELT Program Lead SUPERVISORY RESPONSIBILITIES:
None. FLSA and Status
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:
Exempt (Professional). This is a ten (10) month seasonal position during the school year. Shifts and schedules vary by student need. Framingham Public Schools reserves the right to adjust assignment time and may require work at different sites as needed. Background Check and Training
As our programs receive funding through the Child Care Development Fund (CCDF), all employees and volunteers must complete a background record check (BRC) through the Department of Early Education and Care (EEC) under federal law. Effective May 2024, all staff in EEC child care programs must take the new EEC Essentials 2.0 training course. All new hires must complete EEC Essentials 2.0 before working with children, with annual refreshers thereafter. This training currently does not apply to Little Explorers @ Juniper Hill or Secondary Group Leaders. Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, religion, sex, national origin, age, disability or genetics. The district complies with state and local nondiscrimination laws. The policy prohibits workplace harassment based on various protected characteristics. The Framingham Public Schools prohibit sex discrimination in any education program or activity. Individuals may report concerns to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website.
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