Lead Teacher, English Language Arts, Elementary, District Level Position, Updated

Position: Lead Teacher, English Language Arts, Elementary, District Level Position, Updated: 5/19/26
Position:
Lead Teacher, English Language Arts, Elementary, District Level Position

English Language Arts Department

Overview of Cambridge Public Schools:

Cambridge is a vibrant, diverse city as well as a central hub of the nation's innovative economy. Educating approximately 7,000 students preK-12+, the Cambridge Public Schools consists of diverse and dedicated faculty, cutting-edge technology, and innovative programs. While each of the CPS school communities is unique, they are joined in a shared vision of rigorous, joyful, and culturally responsive learning. Over 30% of CPS students speak a language other than English at home, and more than 70 languages are represented across the district.

Our schools proudly embrace this linguistic and cultural diversity while striving to establish high expectations for all students.

The Opportunity:

Lead Teachers, also referred to as District Instructional Leads (DILs), are district leaders and content-specific experts who ensure common, research-based, and culturally responsive instructional practices are consistently implemented at each school throughout the district. In partnership with department colleagues, they use their content-specific expertise to lead, support, and evaluate curriculum, assessments, instruction, coaching, intervention, and professional learning focused on elementary grades throughout the district.

They also engage stakeholders in achieving district and department goals through ongoing communication, resource development, progress monitoring, and, as needed, individualized, school-based support. DILs are data-driven, organized, strategic thinkers who are deeply committed to supporting school-based leaders, instructional coaches, interventionists, and classroom teachers in providing rigorous, responsive instruction that results in equitable student outcomes.

Key Responsibilities:

* With the ELA Director and role-alike colleagues, develop, implement, and support district wide systems, resources, curriculum, and professional learning that ensures alignment of rigorous, research-based, and culturally responsive literacy instruction.

* Provide ongoing professional learning opportunities to ensure classroom teachers, interventionists, and school-based coaches have deep, shared knowledge of evidence-based practices and instructional priorities.

* Provide ongoing internal and external communications related to curriculum, assessment, instruction, and content-specific resources and opportunities.

* Contribute to the review and revision of curricular units and materials, including generating reports and presentations related to program evaluation, student outcomes, and progress toward specific goals and initiatives for stakeholders.

* Collaborate with core academic departments (Science, History/S.S., Mathematics, ELA/Literacy), school leaders, and district offices (Family Engagement, Special Education, Multilingual Learners, Research & Assessment, Equity/Inclusion/Belonging, etc.) to support district wide cohesion and alignment.

* Evaluate and support building-based literacy coaches, interventionists, and/or educators in developing, implementing, and monitoring progress towards goals (through observation, feedback, and professional learning).

* Represent the department in a variety of forums, as requested, to support content-specific initiatives and events, including school, district, and family events beyond school hours.

* In partnership with the Office of Research and Assessment (REA) and the Office of Student Services (OSS), provide support to school-based teams in effectively implementing MTSS systems, screeners, diagnostics, and tiered interventions to accelerate student progress and close opportunity gaps.

* Support the content and logistics of vacation and summer learning opportunities.

* Other duties as assigned.

Your Skill Set:

As the incoming Lead Teacher, you will possess many, though perhaps not all, of the following characteristics and qualifications:

* 5+ years of teaching, coaching, or related elementary literacy experience

* Proven success in raising student outcomes in an urban classroom and community setting.

* Prior coaching, curriculum…