ELT Inclusion Specialist

Framingham Public Schools

Framingham (MA)

On-site

USD 55,000 - 75,000

Full time

14 days+

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Job summary

Framingham Public Schools is seeking an Expanded Learning Time (ELT) Inclusion Specialist for the 2026-2027 school year. This role ensures students with disabilities participate safely in all ELT activities, providing supports and supervision as needed.

You will work with the ELT Site Coordinator to implement inclusive practices, align with equity goals, and uphold program standards across sites. A high school diploma is required, with post-secondary credits preferred.

Qualifications

High School Diploma or equivalent required.
One year of educator experience in a school or community setting.
Bilingual proficiency in Spanish and/or Portuguese is preferred.

Responsibilities

Offers differentiated academic support and scaffolds aligned with accommodations.
Monitors engagement, behavior, and inclusion needs; supports inclusion plans.
Communicates progress and updates to families and staff; collaborates with stakeholders.

Skills

Differentiated Engagement

Relationship Building

Communication Skills

Restorative Practices

Cultural Proficiency

Technology Integration

Education

High School Diploma or equivalent

Post-secondary education credits preferred

Job description

Expanded Learning Time (ELT) Inclusion Specialist

Framingham Public Schools Department of Expanded Learning Time - Framingham, Massachusetts Open in Google Maps

This job is also posted in Framingham Public Schools

Job Details

Job ID: 5295104

Application Deadline: Posted until filled

Re-Posted: Aug 07, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

FRAMINGHAM PUBLIC SCHOOLS

Expanded Learning Time (ELT) Inclusion Specialist Department of Expanded Learning Time

2026-2027 School Year

POSITION SUMMARY

The Expanded Learning Time (ELT) Inclusion Specialist is responsible for ensuring that students with disabilities 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 special learning and/or behavioral needs. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child" by supporting academic, social-emotional, and mental health needs. This commitment aligns with Framingham Public Schools’ high expectations for achievemen t, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the 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

Specialization/licensure in Special Education preferred.

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 High School Diploma or equivalent required; additional post-secondary education credits in a related field preferred.
Professional Experience: A minimum of one year of experience as an educator in a school or community-based setting is required. Experience with differentiated instruction, IEPs, 504 plans, and research‑based inclusion policies and practices is required.
Knowledge Base: Basic knowledge of effective youth development and Out-of-School Time (OST) principles, practices, and trends. Proven track record working with children and adults from diverse cultural and economic backgrounds.
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:

Differentated Engagement: Ability to design and implement activities that meet the diverse needs of students, including students with disabilities and multilingual learners.
Relationship Building: Strong capacity to build and maintain positive, collaborative relationships with children, staff, families, and supervisors.
Communication Skills: Capacity to communicate clearly, effectively, and concisely both in oral and written form.
Restorative Practices: Willingness to actively engage in positive, proactive, and restorative conflict resolution processes.
Regulatory Compliance & Professionalism: High level of professionalism, including the ability to strictly follow all district, state, and federal requirements (such as MA Department of Early Education and Care for Elementary and DESE 21st Century Community Learning Center programs for Secondary).
Adaptability: Capacity to respond flexibly to multiple competing priorities in a fast-paced, dynamic, and complex working environment.
Continuous Growth: Ability to receive constructive feedback and a strong willingness to learn new skills to meet the evolving needs of students and families.
Technology Integration: Familiarity with Google Suite and other instructional or administrative technologies as required by the program.
Logistical Reliability: Possess reliable transportation to fulfill scheduling requirements across district sites.
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, predictive, 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.

I. Planning, Preparation, and Instruction

Offers differentiated academic support when appropriate, based on individual student learning needs, profiles, and styles.
Formulates individual student scaffolds and interventions in active alignment with documented student accommodations.
Integrates inclusive instructional methods that support the full participation of students with special needs and multilingual learners.

II. Classroom Environment and Management

Works alongside the ELT Site Coordinator, school-day providers, and families to ensure that each student’s specialized inclusion plan is followed precisely.
Monitors student engagement, behavioral trends, and regulatory success to adjust real-time inclusion supports.
Documents and provides comprehensive, regulatory‑compliant follow‑up for program incidents and student injuries as needed.

III. Assessment, Operations, and Data‑Informed Practice

Communicates student progress, inclusion updates, and behavioral milestones clearly and promptly to families, colleagues, and school staff to uphold consistently high expectations.
Builds and leverages collaborative relationships with students, families, volunteers, peers, and the broader school community to cultivate student success.
Actively participates in monthly staff meetings, program planning sessions, and required professional development initiatives.

IV. Communication and Collaboration

Communicates student progress, inclusion updates, and behavioral milestones clearly and promptly to families, colleagues, and school staff to uphold consistently high expectations.
Builds and leverages collaborative relationships with students, families, volunteers, peers, and the broader school community to cultivate student success.
Actively participates in monthly staff meetings, program planning sessions, and required professional development initiatives.

V. Professional Responsibilities and Development

Commits to ongoing professional development, including required monthly meetings and quarterly specialized inclusion/recreation training sessions.
Completes the mandatory Department of Early Education and Care (EEC) Background Record Check (BRC) in compliance with federal law for Elementary and Pre‑K programming.
Completes the mandatory EEC Essentials 2.0 training course prior to working with children, and fulfills the annual refresher training package requirements as applicable.

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: 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.

REPORTS TO