System Coherence Lead (0.40 FTE)

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.

About the role

The System Coherence Lead is a strategic leadership role designed to foster alignment, build capacity, and drive continuous instructional improvement across the district. Rooted in the Public Education Leadership Project (PELP) framework, this role ensures that all district departments, school leaders, and external partners are working in unison toward our shared educational priorities. The ideal candidate will be an expert facilitator and coach who can bridge the gap between high-level district strategy and ground-level instructional leadership, ultimately ensuring every student has access to a strong culture of learning and high-quality, standards-based instruction. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.

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.

Requirements

• Valid Massachusetts Educator License in Administrator/Leadership (e.g., Superintendent/Assistant Superintendent or Principal/Assistant Principal preferred).
• Master’s degree or higher from an accredited college or university in Educational Leadership, Curriculum and Instruction, or a related field preferred.
• Proven track record in educational leadership, principalship, or district-level administration required. Experience as a school administrator preferred.
• Deep understanding of the Public Education Leadership Project (PELP) framework and systemic coherence in K-12 education.

Skills

• Instructional & Systemic Alignment: Expert ability to align departmental and school goals with district-wide strategic priorities and high-quality instructional materials (HQIM).
• Adult Learning & Coaching: Mastery of adult learning theory, leadership coaching, and facilitating Professional Learning Communities (PLCs).
• Equitable Practices: Deep grounding in equity-focused strategies aimed at closing opportunity and achievement gaps for multilingual learners, students with disabilities, and high-needs students.
• Group Facilitation: Exceptional facilitation skills to lead cross-departmental teams, District Instructional Leadership Teams (D-ILT), and administrator training cohorts.
• Evaluation Systems: Comprehensive understanding of administrator and educator supervision and evaluation systems.
• Communication & Collaboration: Strong communication skills to articulate complex strategic initiatives clearly and navigate organizational structures effectively.
• 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, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable situations.

Responsibilities

• Strategic Alignment & Systemic Coherence
  • Assists district leadership in aligning departmental goals with overarching district-wide improvement strategies rooted in the PELP framework.
  • Ensures all strategic initiatives focus on providing every student access to high-quality instructional materials (HQIM) and grade-level, standards-based instruction.
  • Drives systemic alignment specifically aimed at closing achievement and opportunity gaps for multilingual learners, students with disabilities, and students with high needs.
  • Strengthens and streamlines district-wide communication regarding strategic initiatives to ensure cohesive messaging across departments.
• Leadership Development & Capacity Building
  • Deepens shared understanding and capacity within the District Instructional Leadership Team (D-ILT), including co-developing agendas and co-facilitating biweekly meetings.
  • Works directly with school principals to cultivate instructional leadership skills through one-to-one coaching and PLC facilitation.
  • Trains and builds capacity among district-level leaders to deliver actionable, empathetic coaching to school-based leaders.
  • Develops and facilitates a comprehensive supervision and evaluation training program for all new district evaluators to ensure consistent feedback practices district-wide.
• External Partnerships & Collaboration
  • Serves as the primary liaison with district partners to coordinate a seamless continuity of services aligned with district instructional priorities.
  • Fosters ongoing partnerships with PELP facilitators and the Massachusetts Department of Elementary and Secondary Education (MA DESE) for cross-district collaboration.
• Performs other duties as assigned.

Physical Working Conditions

• 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: Assistant Superintendent for PreK-12 Education (and/or Designee).

Schedule

Work Year: 185 days (Ten-Months).