Assistant Coordinator of Early Education Special Education

FRAMINGHAM PUBLIC SCHOOLS

Juniper Hill School

BLOCKS Program

TITLE:
Assistant Coordinator of Early Education Special Education

2025-2026 School Year

POSITION SUMMARY:

To use leadership supervisory and administrative skills to assist the Early Education Coordinator and the Special Education Team Evaluation Chair at BLOCKS/Juniper Hill to advance the educational development of each student and support the early education program within Framingham Public Schools.

OUR MISSION:

Framingham Public Schools is committed to excellence for all students. Our mission statement guides our work: Through a comprehensive education we aim to create and empower free-thinking responsible citizens who can participate equally in our rich and diverse community. FPS and the community stand united in our core values: Providing a safe inclusive culturally responsive teaching and learning environment; Engaging antiracist and responsible civic advocates; Respecting diversity of thought learners cultures and community; Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active participatory equitable community.

Diversity among teachers undoubtedly advances the academic achievement of students. Compliance obligations establish a baseline which we seek to exceed. As a district Framingham Public Schools is committed to achieving developing and maintaining a workforce reflective of the rich racial linguistic and cultural diversity of our students. Framingham Public Schools aims to teach our children and ourselves to be culturally proficient and inclusive in order to live learn and work together in a vibrant and diverse world.

Indeed Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills perspectives and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery. We want our employees to feel included valued and respected and have access to equal opportunity which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career.

Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from persons with disabilities and who identify as members of historically underrepresented groups.

CERTIFICATES LICENSES QUALIFICATIONS:

Valid Massachusetts Teaching license and SEI Endorsement are required. DESE supervisory license (e.g. Principal/Assistant Principal for EC or Elementary Director) and SEI Endorsement preferred. If you do not have a DESE supervisory license a commitment to obtain a DESE license in a year is required.

TRAINING AND EXPERIENCE:

At least a Masters Degree in the area of major study. Minimum of 3-5 years of successful teaching experience in a diverse learning environment preferably supporting students with disabilities. Experience demonstrating teacher leadership leading professional learning opportunities and/or engagement in school or district visioning improvement planning and implementation. Bilingual (Portuguese or Spanish) skills 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 essential functions.

Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff parents and the general public; to read analyze and interpret professional periodicals and journals technical procedures and governmental regulations; to write reports and correspondence as needed;

to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems collect data establish facts and draw valid conclusions; to use professional literature evidence-based research and continuing education content to make practice decisions; to establish and maintain effective working relationships with students caregivers staff and the community; to work independently prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements state and federal laws and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Adminstrators Association (Unit B) Contract); to work with students and families of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears witness to cultural proficiency and competency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes behavior/aggression seizure activity etc.);to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan coordinate conduct and participate in ongoing professional and staff development.

Experience evaluating student skills and writing reports to interpret/summarize findings. Strong collaborative teaching coaching and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs.

Knowledge of specialized content areas as well as any related laws and procedures.

Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned; and to use instructional technology appropriately and work with students to facilitate their use of instructional technology.

Ability to consistently collaborate with colleagues schools and district leaders through shared planning and/or informal conversation to analyze student performance and development and to plan appropriate interventions at the classroom or school level;

and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic behavioral and social/emotional learning experiences for students.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The essential functions or duties listed below are intended only as 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. This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and the requirements of the job change.

• Support and implement evaluation and transition processes as directed by the building Special Education Team Evaluation Coordinator and Early Education Coordinator.
• Communicate with parents and outside agencies (i.e. Early Intervention Pediatricians social service agencies etc.) regarding the referral of children for special education evaluation.
• Support in processing all paperwork promptly related to the initial evaluation of Preschool/Pre-K children additional assessments and 3-year re-evaluations.
• Function as a liaison between Early Intervention and Framingham Public Schools
• Assist and facilitate the transition of Special Education students from within the district as well as from other public and private schools including hospitals DCF and DYS facilities and other institutions to the public schools.
• Provide support to staff in the evaluation and placement process IEP writing and consultation and general support as needed.
• Assists teachers as they evaluate students strengths and weaknesses and identify appropriate classroom intervention strategies and techniques.
• Attend monthly supervision meetings with the building Special Education Team Evaluation Coordinator and Early Education Coordinator.
• Plan and oversee monthly speech/language screenings and three full screening days throughout the school year.
• Support and facilitate procedures related to the Indicator 7 process.
• Attend child-specific Transition Planning Conference meetings with Early Intervention.
• Work in collaboration with the Department of Registration and building based administration to develop Kindergarten Special Education transition lists each school year
• Support in planning Kindergarten transition meetings each spring for students transitioning from Pre-K to kindergarten.
• Assist with the planning and delivery of monthly special education staff meetings at the building level.
• Assist the building Early Education Coordinator and Team Evaluation Coordinator in any and all tasks including building based administrative responsibilities including administrator coverage as needed.
• Participates in the review and revision of the districts Pre-K curriculum.
• Support in planning and implementing in conjunction with the Administration and programs for Staff Development and in-service training for special education and regular education personnel as necessary.
• Assist in the coordination and review of student assessments recommendations for student placements and transfers to the standard curriculum.
• Perform additional responsibilities as deemed appropriate by school and district supervisors.
• Works with classroom teachers to improve teaching and learning through classroom demonstrations co-teaching data analysis lesson study and mentoring.
• Engages teachers as one of the school data team co-facilitators in analyzing data from various sources to improve instruction.
• Assists teachers as they evaluate students strengths and weaknesses and identify appropriate classroom intervention strategies and techniques.
• Assists in developing the district/school professional development programs including delivering and facilitating professional learning workshops programs and job-embedded activities.
• Participates in the supervision and evaluation of special education and related service providers as needed.
• Supports the coordination and assignment of transportation responsibilities for students
• Other reasonable 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.

• Must be required to move about and may be required to traverse occasionally throughout the school building;
• Must often remain in a stationary position for considerable periods of time;
• Is occasionally required to reach with hands and arms and sit stoop kneel crouch or crawl;
• Is expected to lift at least 20 lbs (i.e. books school supplies etc.);
• Must frequently use hands to finger handle or feel; and use hand strength to grasp tools;
• Must be able to assist students who have physical difficulties;
• Operate a computer and other office productivity machinery (i.e. a calculator copy machine and computer printer);
• Must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
• Must be able to communicate effectively with students parents and other staff members in person via email and on the telephone;
• In the classroom must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction;
• Must be able to assist students who have physical difficulties;
• May be required to move quickly across even or uneven surfaces;
• Working in a normal school environment with an acceptable level of noise;
• Must interact with students parents and other staff members;
• Must be able to kneel sit stand crawl push and pull to assist and teach children throughout the day;
• Is directly responsible for the safety well-being and work output of students;
• Must be able to interact with students parents and other staff members and occasionally must meet multiple demands from several people;
• While the majority of the workday is spent inside must spend time outdoors for recess fire drills and special activities;
• May be exposed to bodily fluids disease or pathogens;
• May receive unintentional injuries from aggressive students; and
• May be required some degree of physical interaction with students who have difficulty controlling physical behavior.
• Other duties as assigned

REPORTS TO:

Directors of Early Education and Special Education Building Coordinators or a designee. The performance of this job will be evaluated as per the Framingham Administrators Association (Unit B) Contract.

SUPERVISORY RESPONSIBILITIES:

None.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:

This position is classified as Exempt (Professional).

TERMS OF EMPLOYMENT:

Covered under the Framingham Administrators Association (Unit B) Contract. Please note that the District reserves the right to transfer all personnel among buildings on an as needed basis to serve the best interests of all students as long as this does not conflict with the Framingham Administrators Association (Unit B) Contract.

EVALUATION:

Performance of this job will be evaluated as per the Framingham Administration Association (FAA) Contract.

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 theFramingham Public Schools School Committee website.

Created on 05/2025