Language Development (LD) Coach

FRAMINGHAM PUBLIC SCHOOLS

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Language Development (LD) Coach

Hemenway Elementary School (0.5 FTE) & Department of Multilingial Education (0.5 FTE)

2026-2027 School Year

POSITION SUMMARY

The Language Development Coach supports district and school implementation of Massachusetts Department of Elementary and Secondary Education (DESE) requirements for English learners under state MLL regulations and federal civil rights law, including Title VI of the Civil Rights Act of 1964 and Lau v. Nichols. This role ensures equitable access to grade-level content for students identified as by strengthening high-quality ESL and sheltered content instruction, supporting compliance with EL identification, placement, service delivery, and monitoring requirements, and building educator capacity through job-embedded instructional coaching. The coach works to ensure alignment with DESE guidance for English Learner Education programs, including ACCESS assessment requirements, English learner education plans and reclassification criteria. This commitment aligns with Framingham Public Schools' mission for academic proficiency for all students and closing the achievement gap among subgroups within the schools.

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OUR MISSION

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. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. 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 Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.

ABOUT FRAMINGHAM

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 successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.

A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its 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, preparing all learners for college and careers.

Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.

CERTIFICATES, LICENSES, REGISTRATIONS

Valid Massachusetts Teaching License in:

• English as a Second Language (ESL) (Grades PreK-6) with SEI Endorsement; or.
• English as a Second Language (ESL) (Grades 5-12)with SEI Endorsement

(Depending on Grade Level)

• Bilingual Endorsement preferred for DLBE schools

TRAINING AND EXPERIENCE

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education.

• 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 encourage.

SKILLS AND ABILITY

To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:

• 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 (e.g., ACCESS, MCAS, AMIRA/Elefante Letrado DIBELS, i-Ready, or other content-based assessments) to monitor student growth, inform school-wide Tier 1 instruction, interventions, accelerations and guide teachers in adjusting instructional delivery.
• Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices (e.g., Foundational Literacy, the 5E Model for STEAM, or Second Language Acquisition) 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 (Google Workspace, interactive whiteboards, and content-specific software) to enhance student engagement and facilitate teacher training.
• Collaborative & Systemic Leadership: Ability to lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district-level curriculum goals and school-based execution.
• 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.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.

I. Instructional Coaching & Peer Support

• Leads Coaches meetings and collaborative planning sessions to ensure curriculum alignment, data analysis, and student-centered instruction.
• Provides high-quality professional development to school staff on evidence-based strategies, content-specific pedagogy, and equity-based practices.
• Conducts coaching consultations with teachers and grade level teams, which may include observation, modeling, and feedback, to improve high-leverage instructional practices for language development.
• Regularly provides advice and expertise to classroom teachers to support the creation of effective academic and social-emotional learning experiences for all students.

Assessment, Data Analysis & Progress Monitoring

• Support district and school teams in interpreting and using ACCESS results, MCAS data, and local assessments to inform instruction and make programmatic decisions.
• Oversee the implementation of structures on the use of language proficiency data to monitor progress in English language development and academic achievement
• Support implementation and documentation of ongoing progress monitoring systems for English learners, including identification of students needing additional language support or intervention
• Assist DME leadership team in using data to inform placement, instructional planning, and reclassification decisions consistent with DESE guidance

Professional Development & Capacity Building

• Design, lead, and facilitate district-wide professional development
• Provide training and ongoing support for instructional coaches, ESL teachers, and content-area educators
• Support school leaders in developing systems that sustain high-quality instruction for multilingual learners

Systems Leadership & Collaboration

• Serve as a liaison between district leadership and schools to ensure consistent implementation of DESE-aligned MLL instructional practices
• Collaborate with administrators, coaches, and educators to strengthen coherence in EL programming and instructional expectations
• Support district improvement efforts focused on district priorities.
• Promote equitable access, inclusion, and academic success for Multilingual Learners across all content areas.

Other duties as assigned.

PHYSICAL WORKING CONDITIONS

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction.

• Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.

• Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.

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

• Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to 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) such as books, supplies, and bulk student devices.

• Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.

• Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.

• School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments.

• Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed.

REPORTS TO

• Director of Multilingual Education (and/or Designee).
• The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION

• This position is classified as Exempt (Professional).

TERMS OF EMPLOYMENT

• Covered under Framingham Teachers Association (Unit A) Contract.

• Work Year: 185 days (Ten-Months)

• The District reserves the right to transfer personnel as needed.

EQUAL EMPLOYMENT OPPORTUNITY (EEO)

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. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice.

Revised 2026