Coordinator of Expanded Learning Time (ELT) Student Supports

About the role

The Coordinator of Expanded Learning Time (ELT) Student Supports is responsible for designing, implementing, and overseeing systems of support for students with unique behavioral, learning, and/or social-emotional needs. Working collaboratively with school day and ELT staff and families, the Coordinator will serve as a bridge connecting students’ school day support team, the ELT staffing team, and caregivers to ensure continuity of services and support for all students.

Responsibilities

• Review IEPs, 504 plans, and other relevant student data, developing inclusion plans.
• Provide coaching and training to program staff.
• Ensure the implementation of recommended accommodations for students with special needs and/or multilingual learners.
• Engage regularly with school and district administrators to proactively manage student cases.
• Support curriculum design and professional development for the entire Expanded Learning Time department.

Requirements

• Effective interactions with others in person.
• Strong communication skills (both verbal and written).
• Commitment to equity and access.
• Experience creating organizational systems.
• Uses analytic skills to facilitate collaborative problem solving.
• Flexibility and ability to respond to changing priorities, new job assignments, and interruptions.
• Able to assume responsibility for routine decisions in the absence of an immediate supervisor.

Qualifications

• Master’s degree preferred.
• Bachelor's degree is required.
• Minimum of 2 years of experience as a professional or educator in a school or community-based setting.
• At least 1 year of administrative experience overseeing programmatic operations in an educational setting.
• Experience with program and curriculum design, development, implementation, and continuous programmatic improvement.
• Experience working in inclusion settings.
• Experience supervising, coaching, and evaluating staff.

Skills

• Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from students, staff, parents, and community members.
• Policies & Regulations: Ability to read, analyze, and interpret professional literature, technical procedures, and relevant federal, state, and FPS policies and regulations.
• Analytical Problem Solving: Sound reasoning and problem-solving skills to evaluate information, define problems, collect data, establish facts, draw valid conclusions, and recommend appropriate courses of action.
• Evidence-Based Practice: Capacity to use professional literature, evidence-based research, and ongoing professional learning to inform instructional and practice decisions.
• Relationship Building & Collaboration: Ability to establish and maintain positive, effective working relationships with students, families, colleagues, and the community.
• Organization & Time Management: Strong organizational and time-management skills to work independently, prioritize tasks, and manage multiple projects.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in working with students and families from diverse backgrounds.
• Compliance & Confidentiality: Ability to maintain confidentiality of sensitive information and student records.
• Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high-stakes emotional situations or behavioral escalations.
• Technology Proficiency: Proficiency in using technology and willingness to learn new tools; ability to operate a computer and utilize software, including Google Workspace.
• Leadership & Coaching: Strong collaborative, instructional, coaching, and leadership skills to support high-quality programming.
• Data-Driven Decision Making: Ability to use data effectively to inform program quality improvement and improve student outcomes.
• OST Principles: Knowledge and demonstrated application of effective youth development and OST principles, practices, and trends required.

Essential Duties and Responsibilities

• Observe students in school day and ELT settings to assess functional behavioral and learning needs and provide recommendations for accommodations, modifications, scaffolds, and supports to be implemented in ELT.
• Support the implementation of positive student behavior practices aligned with district expectations and the FPS Code of Conduct.
• Coordinate with Special Education, Multilingual Education, Student Support, and school staff to align student supports across school-day and ELT programs.
• Provide regular progress updates to caregivers and meet to determine inclusion plan adjustments as needed.
• Connect families with school-based and community resources as needed.
• Attend Student Support and IEP meetings for identified students as needed.
• Support the recruitment, hiring, training, and supervision of inclusion support staff.
• Conduct site visits and provide on-site coaching and supervision to ensure programs are meeting expectations.
• Collaborate with ELT and district administrators to plan and facilitate staff training and professional development, including yearly orientation.
• Collaborate with staff to develop inclusive curriculum and learning activities with appropriate accommodations and modifications.
• Aid in planning and facilitating special programming, including early release days, vacation weeks, summer programs, and school closure days.
• Monitor and report on student performance and program data using district data systems.
• Support continuous program quality improvement through observations, assessments, surveys, and data review.

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 move about and traverse throughout the school building and grounds. May be required to move quickly across even or uneven surfaces.

Stationary Tasks: Must often remain in a stationary position for considerable periods of time for administrative tasks and meetings.

Physical Dexterity & Agility: It is occasionally required to reach, sit, stoop, kneel, crouch, or crawl. Frequent use of hands to finger, handle, or feel, and use hand strength to grasp tools.

General Physical Strength: Is expected to lift at least 20 lbs (i.e., books, school supplies, bulk devices, etc.).

Student Support: Must be able to assist students who have physical difficulties. Must require physical interaction with students who have difficulty controlling behavior.

Manual Dexterity & Technology: Operate a computer and other office productivity machinery continuously throughout the day.

Communication: Must communicate effectively with students, parents, and staff in person, via email, and on the telephone.

Sensory Requirements: Must be able to see and hear continuously to ensure student safety and provide instruction.

Interaction & Demands: Must interact with students, parents, and staff routinely and meet multiple demands.

Working Environment & Exposure: While most of the workday is spent inside, must spend time outdoors for recess and special activities. May be exposed to bodily fluids, disease, or pathogens. May receive injuries from aggressive students.