Language Development; LD Coach

Position Summary

The Language Development Coach serves as a vital instructional leader and a bridge between the District’s Department of Multilingual Education and school-based staff. The Coach provides direct pedagogical support to peers through team-based coaching cycles and professional development, focusing on enhancing instructional practices for all Multilingual Learner Programs, including SEI and Dual Language programs. The Coach facilitates programmatic and instructional decision making to ensure Framingham’s schools maintain high expectations for achievement, provide equal access to high levels of instruction, and expand opportunity for all multilingual learners.

This commitment aligns with Framingham Public Schools’ mission for academic proficiency for all students and closing the achievement gap among subgroups within the schools.

Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston. The district is committed to equity, inclusion, and student success across nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population.

• English as a Second Language (ESL) (Grades PreK-6) with SEI Endorsement; or
• Bilingual Endorsement preferred for DLBE schools

• Educational Requirement: A Bachelor’s Degree from an accredited college or university in TESOL, Applied Linguistics, Elementary Education or a related field required;
  Master’s Degree preferred.
• Professional
  
  Experience:
  
  Minimum of 5 years of classroom teaching experience, including experience with multilingual learners or Dual Language Bilingual Education programs. Demonstrated experience in a leadership or mentorship capacity (e.g., Department Head, Grade Level Lead, Mentor Teacher), with a proven ability to lead peer teams, facilitate collaborative planning, and influence instructional practice through coaching. Proven track record of developing instructional content and delivering high-quality professional development sessions to staff.
  
  Strong knowledge of research-based instructional practices, language development strategies, and student-centered pedagogy. Ability to collaborate with district and school leadership, teachers, families, and community partners to foster equitable outcomes for all students.
• Language Proficiency:
  Bilingual proficiency in Spanish and/or Portuguese is encouraged.

• Instructional Coaching & Modeling
  :
  Ability to design and implement Tier 1 instruction and Tier 2 interventions and model these practices for colleagues to meet the diverse needs of students, including those with IEPs, 504 plans, and multilingual learners.
• Data-Driven Systemic Support
  :
  Proficiency in analyzing standardized and formative assessment data to monitor student growth, inform school-wide instruction, and guide teachers in adjusting instructional delivery.
• Content Pedagogy & Foundational Skills
  :
  Deep pedagogical knowledge of evidence-based instructional practices to ensure all students reach grade-level proficiency.
• District-to-School Strategic Alignment
  :
  Skill in aligning daily lesson plans and school-based "Team Time" with the Massachusetts Curriculum Frameworks and District-wide strategic initiatives.
• Adaptive Technology Integration
  :
  Mastery of instructional technology to enhance student engagement and facilitate teacher training.
• Collaborative & Systemic Leadership
  :
  Ability to lead Professional Learning Communities and multidisciplinary teams.
• 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. Instructional Coaching & Peer Support
  • Leads Team Time and collaborative planning sessions to ensure curriculum…