Dual Language Portuguese Elementary Teacher

Framingham Public Schools seeks a Dual Language Portuguese Elementary Teacher for the 2026-2027 school year at Potter Road Elementary School. This role serves as a primary educator and instructional leader, delivering high-quality instruction to ensure all students achieve academic proficiency while supporting their academic, social-emotional, and mental health needs.

About the Role

This position is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child." The role aligns with the district’s high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups.

About Framingham Public Schools

Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects the community’s rich racial, linguistic, and cultural diversity. Guided by a mission to empower free-thinking, responsible citizens, FPS values inclusion, equity, and cultural responsiveness. The district strives to provide a safe and welcoming environment where every student and staff member can thrive and actively seeks educators committed to antiracism, social justice, and civic engagement.

About Framingham

Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston. It blends urban convenience with New England neighborhood charm, offering cultural diversity and a strong community spirit. The Framingham Public School system is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population. Framingham is also home to Framingham State University and provides abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park.

Requirements

• Valid Massachusetts Teaching License in Early Childhood (Grades PreK-2) with Bilingual Endorsement, or Elementary (Grades 1-6) with Bilingual Endorsement (depending on grade level).
• Bachelor’s Degree from an accredited college or university in Elementary Education or a related field (Master’s Degree preferred).
• Proven track record of delivering high-quality instruction and managing a diverse classroom environment.
• Experience working in a school district or educational setting.
• Bilingual proficiency in Portuguese (required) and/or Spanish (encouraged).

Skills and Abilities

• Differentiated Instruction: Ability to design and implement Tier 1 and Tier 2 instructional interventions for students with IEPs, 504 plans, and English Language Learners.
• Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, unit assessments) to track student growth and adjust instruction.
• Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child" in a safe, inclusive, and trauma-informed classroom.
• Content Pedagogy & Foundational Skills: Deep knowledge of evidence-based instructional practices to ensure all students master core concepts and reach grade-level proficiency.
• Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts.
• Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
• Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, educational software) to enhance engagement and accessibility.
• Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (special education, ESL, mental health staff).
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive environment for all students, staff, and families.
• Professionalism & Composure: Maintain regular attendance and exhibit professionalism in high-stakes or unpredictable classroom situations.

Responsibilities

Planning, Preparation, and Instruction

• Design a comprehensive program of study and individual lesson plans aligned with Massachusetts Curriculum Frameworks and district strategic goals.
• Deliver high-quality instruction using research-based practices (e.g., Disciplinary Literacy, Science of Reading, inquiry-based math).
• Utilize Universal Design for Learning (UDL) principles to facilitate active learning and provide multiple entry points for diverse learners.
• Employ instructional methods and materials that provide Tier 1 and Tier 2 interventions for students with IEPs, 504 plans, and English Language Learners (ELLs).
• Leverage interactive technology and adaptive digital tools to enhance student engagement, accessibility, and personalized learning.

Classroom Environment and Management

• Create a safe, inclusive, and culturally responsive classroom environment that honors student identity and fosters social-emotional growth.
• Manage classroom dynamics by establishing proactive routines and utilizing restorative justice techniques to resolve conflicts.
• Actively work to dismantle barriers to learning by creating a physically, emotionally, and academically accessible classroom.
• Develop clear procedures that empower students to take ownership of their behavior and contributions.

Assessment and Data-Informed Practice

• Implement a balanced system of formative and summative assessments to monitor student progress and academic development.
• Analyze standardized and local data (e.g., i-Ready, MCAS, unit assessments) to identify learning gaps and adjust instruction in real-time.
• Provide timely, specific, and growth-oriented feedback to students to guide mastery of core concepts.
• Maintain accurate, complete, and confidential records of student progress in accordance with district policies and state/federal laws.

Communication and Collaboration

• Consult regularly with students, families, and community partners to foster a collaborative approach to student success.
• Actively participate in PLCs and multidisciplinary teams (Special Education, ESL, Mental Health) to coordinate comprehensive support for students.
• Communicate student progress, challenges, and achievements clearly and promptly to parents and guardians, ensuring language accessibility where needed.
• Collaborate with administration to implement school-wide policies and initiatives that enhance school culture and student conduct.

Professional Responsibilities and Development

• Commit to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
• Contribute to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
• Plan and supervise purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.

Physical Working Conditions

• Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds, including classrooms, cafeterias, and playgrounds. Requires frequent standing, walking, bending, stooping, kneeling, and reaching.
• Stationary Tasks: Often remains in a stationary position for instructional delivery, administrative tasks, and meetings.
• Sensory Requirements: Must 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 operate computers, instructional technology, and office productivity machinery.
• 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 adapt to dynamic, higher-noise school environments during instruction, recess, and observations. Must sustain exposure to varying noise levels, classroom germs, and rapid temperature changes.
• Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus amid frequent interruptions.
• Behavioral De-escalation & Resilience: Capacity to remain calm and professional during student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques.

For more information about our benefits, visit the Framingham Public Schools website.