University/College English Teacher

The English 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.

About Framingham Public Schools

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. 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, 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 and offers abundant outdoor opportunities and a strong community spirit.

Valid Massachusetts Teaching License in English (Grades 5–12) and SEI Endorsement.

Training and Experience

A Bachelor’s Degree from an accredited college or university in Elementary Education or a related field required; 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 preferred.

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.

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.

Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.

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.

Planning, Preparation, and Instruction

Delivers high‑quality instruction using research‑based practices (e.g., 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.

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.

Maintains accurate, complete, and confidential records of student progress in accordance with district policies and state/federal laws.

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.

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.

As needed, the teacher may perform other duties consistent with the duties and responsibilities of the position.

Mobility, Navigation & Travel: Must move throughout the school building and grounds, navigating effectively in classrooms, cafeterias, and playgrounds for supervision and instruction.

Often remains in a stationary position for considerable periods for instructional delivery, administrative tasks, and meetings.

Must see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.

Communication: Must communicate effectively with students, parents, and district personnel in person, via email, and on the telephone or video conference.

Must 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).

Adapt to dynamic, higher‑noise school environments during classroom instruction, recess, and observations.

School Environment Exposure: Navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds.

Building Principal (and/or Designee).

Performance evaluation in accordance with the Framingham Teachers Association (Unit A) Contract.

Covered under Framingham Teachers Association (Unit A) Contract.

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. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice.