Dual Language English and Spanish Elementary Teacher

Dual Language English and Spanish Elementary Teacher

Brophy Elementary School, Framingham Public Schools,  School Year.

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.

Valid Massachusetts Teaching License:

• Early Childhood (Pre‑K–2) with Bilingual Endorsement, or
• Elementary (Grades 1–6) with Bilingual Endorsement (grade‑level dependent).

• 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.

• 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.

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…