Dual Language Portuguese Social Studies Teacher

Dual Language Portuguese Social Studies Teacher Framingham Public Schools Cameron Middle School - Framingham, Massachusetts Open in Google Maps Job Details Job ID: 5810402 Application Deadline: Jul 17, 2026 11:59 PM (Eastern Standard Time) Posted: Jun 30, 2026 4:00 AM (UTC) Starting Date: Aug 24, 2026 Position Type: Full-Time Salary: $57,727 to $124,666 Per Year Job Categories: Classroom Teacher > Social Studies: General Position Summary The Dual Language Portuguese Social Studies Teacher serves as a primary educator and instructional leader, delivering high-quality instruction to ensure all students achieve academic proficiency. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the whole child by supporting academic, social-emotional, and mental health needs. 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. 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. Certificates, Licenses, Registrations Valid Massachusetts Teaching License in: History/Social Science (Grades 5-12) and Bilingual Endorsement; or Middle School: Humanities (Grades 5-8) and Bilingual Endorsement. Training and Experience Educational Requirement: A Bachelor’s Degree from an accredited college or university in Elementary Education or a related field required; Master’s Degree preferred. Professional Experience: Proven track record of delivering high-quality instruction and managing a diverse classroom environment. Experience working in a school district or educational setting is required. Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged. Skills and Ability 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: 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 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. Essential Duties and Responsibilities I. 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 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. II. 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. III. Assessment and Data-Informed Practice Implements a balanced system of formative and summative assessments to monitor student progress and academic development. Proficiency in analyzing 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. IV. 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. V. 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. 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. 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). Fair Labor Standards Act (FLSA) Classification This position is classified as Exempt (Professional). Terms of Employment Covered under Framingham Teachers Association (Unit A) Contract. Work Year: 185 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. Job Requirements Citizenship, residency or work visa required. Contact Information Michelle Melick, Principal Cameron Middle School Email: View email address on click.appcast.io #J-18808-Ljbffr