About this role
FRAMINGHAM PUBLIC SCHOOLS Follow us on LinkedIn Home Visitor / Early Learning Specialist ParentChild+ Program - 15 hours per week 2026-2027 School Year POSITION SUMMARY
The Coordinator of Early Childhood Education provides strategic leadership and administrative oversight for the BLOCKS Preschool Program, promoting the educational development of every student through a climate of life-long learning and high expectations. This role is responsible for ensuring equal access to high-quality instruction and fostering academic and developmental proficiency for all students, with a specific focus on providing equitable opportunities for disenfranchised groups. Achieving excellence in this foundational role requires the Coordinator to work collaboratively to lead and nurture all school staff while maintaining effective communication with parents, community partners, and educational colleagues. Inherent in this position is the responsibility for strategic planning, curriculum development, personnel management, financial oversight, and the safe operation of school facilities. This commitment aligns with Framingham Public Schools' mission to create empowered, free-thinking citizens within a safe, inclusive, and culturally responsive environment.
Click here for more information about our amazing benefits! 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
• Valid Massachusetts Class D Driver's License or other means of transportation are 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: High school diploma, Associate's Degree, or Bachelor's Degree from an accredited college or university.
• Professional Experience: Experience in early childhood education or family education and support, preferred.
• Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is strongly 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:
• Communication: Proficiency in expressing ideas clearly and effectively in both oral and written forms with families, fellow staff, and leadership.
• Relationship Building: Ability to establish and maintain positive working relationships with program families, fellow team members, and community partners, including maintaining professional boundaries with program families.
• Cultural Proficiency: Ability to work with families of diverse backgrounds and needs in an equitable and inclusive manner
• Collaboration: Strong interpersonal skills for partnering with the ECAF team, as well as with parents.
• Knowledge of Community Resources: Understanding of, and a willingness to learn about, available resources for families in the community.
• Knowledge of Early Child Development: Understanding of developmentally appropriate early childhood activities and milestones.
• Policy Compliance: Ability to perform duties with awareness of District requirements and School Committee policies.
• Reliability, Professionalism & Composure: Maintain regular, predictable, and punctual attendance to ensure consistent district operations. Exhibit professionalism and composure in responding to unpredictable or high-stakes situations, maintaining a proactive and solution-focused approach.
• Organization & Time Management: Strong organizational and project-management skills to work independently, prioritize district-level initiatives, and manage multiple complex projects simultaneously.
• Technology Proficiency: Proficiency in using technology and enterprise software; ability to operate a computer and utilize systems relevant to district operations (e.g., Google Workspace, HR/Finance platforms, or Student Information Systems).
• Compliance & Confidentiality: Commitment to performing all duties in compliance with state and federal laws, Framingham Public Schools policies, and collective bargaining agreements. Ability to maintain strict confidentiality of sensitive personnel, legal, financial, and student information.
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.
• Complete mandatory minimum of 16 hours of training with supervisor.
• Conduct bi-weekly thirty (30) minute home visits with young children and their families bringing the assigned book or toy for that week.
• Complete all necessary home visit reports in the ParentChild+ database in a timely manner.
• Plan age-appropriate activities to stimulate learning and encourage parent-child interactions.
• Coach/Model for parents appropriate ways to read and play with their child.
• Respect the role of the parent as their child's first and most important teacher.
• Communicate with families in their native language, whenever possible.
• Administer the Ages and Stages Questionnaire and other program assessments.
• Participate in program outreach, recruitment, enrollment, and attendance efforts.
• Collect and record required program data and assessments.
• Attend and participate in mandatory weekly team meetings/group supervision.
• Be able to work independently, as well as on a team.
• Provide translation and interpretation, if applicable.
• Maintain confidential information.
• Provide resource and referral information to families as needed.
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.
• Mobility, Navigation & Travel: Must be able to get into and out of a car. Must be able to traverse the distance from a parking spot to a family's residence while carrying program materials. While conducting a home visit, must be able to sit for 30 minutes at a time. Employee is often required to get up and down from the floor when working with families during home visits.
• 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. Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded 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. Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
• 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. Ability to sustain a very high level of social interaction.
• 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. Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.
REPORTS TO
• Coordinator of Early Education Chilhood Program (or their designee)
SUPERVISORY RESPONSIBILITIES
• None.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
• This position is classified as Non-Exempted (Hourly).
TERMS OF EMPLOYMENT
• Covered under the Framingham School Committee Contract.
• Work Year: 180 days (Ten-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