Dual Language Spanish Kindergarten Teacher

Dual Language English and Spanish Elementary Teacher Brophy Elementary School, Framingham Public Schools, 2026-2027 School Year. Position Summary The Dual Language English and Spanish Elementary Teacher serves as a primary educator and instructional leader, delivering high‑quality instruction to ensure all students achieve academic proficiency. The role supports the district’s commitment to the whole child, equity, and closing the achievement gap. Certificates, Licenses, Registrations Valid Massachusetts Teaching License: Early Childhood (Pre‑K–2) with Bilingual Endorsement, or Elementary (Grades 1–6) with Bilingual Endorsement (grade‑level dependent). Training and Experience Educational Requirement: Bachelor’s Degree in Elementary Education or related field (Master’s preferred). Professional Experience: Proven track record delivering high‑quality instruction and managing a diverse classroom. Experience in a school district required. Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese 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 (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. Essential Duties and Responsibilities I. 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) to ensure all students achieve grade‑level proficiency. 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 to meet the needs of 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. II. 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 and maintain a productive learning atmosphere. Actively work to dismantle barriers to learning by creating a classroom space that is physically, emotionally, and academically accessible to all students. Develop reasonable, clear procedures that empower students to take ownership of their behavior and classroom contributions. III. Assessment and Data‑Informed Practice Implement 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. Provide timely, specific, and growth‑oriented feedback to students to guide their mastery of core concepts. Maintain accurate, complete, and confidential records of student progress in accordance with district policies and state/federal laws. IV. 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 the school culture and student conduct. V. 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. Other duties as assigned. Physical Working Conditions Mobility, Navigation & Travel: Must move throughout the school building and grounds, including classrooms, cafeterias, and playgrounds; frequent standing, walking, bending, stooping, kneeling, and reaching. Stationary Tasks: Often remains in a stationary position for extended periods for instructional delivery, administrative tasks, and meetings. Sensory Requirements: Continuous visual and auditory vigilance to ensure student safety and monitor classroom operations. Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and through telephone or video conference. Manual Dexterity & Technology: Frequent handling of hands, operating a computer, inputting data, and utilizing instructional technology throughout the day. General Physical Strength: Ability to lift, move, and position classroom materials and equipment up to 30 pounds (e.g., books, supplies, bulk student devices). Working Environment: Adapt to dynamic, high‑noise school environments, classroom germs, and potential rapid temperature changes. Interaction & Focus: Interact routinely with diverse stakeholders, manage multiple high‑level demands, and maintain focus on student needs amidst frequent interruptions. Behavioral De‑escalation & Resilience: Remain calm and professional when exposed to student behavioral challenges or high‑stakes emotional situations; model and apply de‑escalation techniques as needed. Reports To Building Principal (and/or designee). Performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract.

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. Framingham Public Schools Nondiscrimination Notice. Revised 2025 #J-18808-Ljbffr Framingham Public Schools