Dual Language Spanish Kindergarten Teacher

Framingham Public Schools 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. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement.

About the Role

The Dual Language Spanish Kindergarten Teacher serves as a primary educator and instructional leader, delivering high-quality instruction to ensure all students achieve academic proficiency. This role supports Framingham Public Schools’ strategic goal of fostering the development of the "whole child" by addressing academic, social-emotional, and mental health needs. The position 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

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 blends urban convenience with New England neighborhood charm, characterized by cultural diversity and a strong community spirit. The Framingham Public School system 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. Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park.

Requirements

• Valid Massachusetts Teaching License in Early Childhood (Grades PreK-2) and Bilingual Endorsement.
• 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 Spanish and/or Portuguese is encouraged.

Skills and Abilities

• Differentiated Instruction: Ability to design and implement Tier 1 and Tier 2 instructional interventions to meet the diverse needs of students, including those 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, or unit assessments) to track student growth and adjust instructional delivery.
• Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture.
• Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices within the subject area 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 constructively.
• 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, and educational software) to enhance student engagement and accessibility.
• Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (special education, ESL, and mental health staff) to support student success.
• 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 classroom situations.

Responsibilities

Planning, Preparation, and Instruction

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

Classroom Environment and Management

• Creates a safe, inclusive, and culturally responsive classroom environment that honors student identity and fosters social-emotional growth.
• Manages classroom dynamics by establishing proactive routines and utilizing restorative justice techniques to resolve conflicts and maintain a productive learning atmosphere.
• Actively works to dismantle barriers to learning by creating a classroom space that is physically, emotionally, and academically accessible to all students.
• Develops reasonable, clear procedures that empower students to take ownership of their behavior and classroom contributions.

Assessment and Data-Informed Practice

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

Communication and Collaboration

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

Professional Responsibilities and Development

• Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
• Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
• Plans and supervises 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; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction. Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching. Must navigate tight spaces between desks and move furniture to reorganize learning spaces.
• 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: Building Principal (and/or Designee).