Mathematics Teacher

Position Summary

The Mathematics 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.

Fuller Middle School
2026‑2027 School Year

• Mathematics (Grades 5‑8) and SEI Endorsement
• Mathematics (Grades 8‑12) and SEI Endorsement (Depending on Grade Level)

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

• 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.

• Designs a comprehensive program of study and individual lesson plans aligned with Massachusetts Curriculum Frameworks and district strategic goals.
• Delivers high‑quality instruction using research‑based practices (e.g., Disciplinary Literacy, Science of Reading, and inquiry‑based math) to ensure all students achieve grade‑level proficiency.
• Utilizes Universal Design for Learning (UDL) principles to facilitate active learning and provide multiple entry points for diverse learners.
• 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.

• Creates a safe, inclusive, and culturally responsive classroom environment that honors student identity and fosters social‑emotional growth.
• Manages classroom dynamics by establishing proactive routines and utilizing restorative justice techniques to resolve conflicts and maintain a…