Language Development (LD) Coach
Job Location:
Framingham, MA - USA
Monthly Salary:
Posted on:
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Job Summary
FRAMINGHAM PUBLIC SCHOOLS
Language Development (LD) Coach
Barbieri Elementary School
2026-2027 School Year
POSITION SUMMARY
The Language Development Coach serves as a vital instructional leader and a bridge between the Districts 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 Framinghams 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.
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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 communitys 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.
- 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 Bachelors Degree from an accredited college or university in TESOL Applied Linguistics Elementary Education or a related field required; Masters 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 Team Time 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.
II. District & School Liaison
- Delivers information and instructional frameworks from District Departments (Multilingual Office of Teaching & Learning etc.) to school-based teams.
- Guides compliance and alignment work at the school level ensuring that instructional records and student supports (IEPs 504s or EL records) meet district and state mandates.
- Maintains a proactive solution-focused approach to bridging the gap between district-level goals and the day-to-day needs of students and teachers.
- Multi-Tiered Systems of Support (MTSS) and School-Based Language Assessment Team (SBLAT) Leadership: Participates in MTSS and SBLAT teams to support Tier 1 instruction and Tier 2 interventions while coaching educators in effective practices for multilingual learners (MLLs) through culturally responsive scaffolded instruction.
III. Communication and Collaboration
- Coaches educators in strategies to communicate student progress challenges and achievements effectively to families ensuring language accessibility and culturally responsive approaches.
- Partners with administration to lead and coach staff in implementing school-wide policies and initiatives that enhance school culture student engagement and positive behavior practices.
- Communicates student progress challenges and achievements clearly and promptly to legal guardians ensuring language accessibility where needed.
IV. Professional Responsibilities and Development
- Commits to ongoing professional development in collaboration with the Department of Multilingual Education staying current with evidence-based practices and antiracist pedagogical frameworks.
- Contributes to the school and district community by engaging in collaborative staff practices supporting district initiatives and participating in committees and events that strengthen outcomes for all students.
- Communicates and collaborates with the Department of Multilingual Education to ensure full compliance with state and federal guidance and to complete all required documentation accurately and on time.
V. Dual Language Bilingual Education
Only for LD Coaches in schools with the DLBE program.
- Oversee implementation of the Dual Language Program Language Allocation and Curriculum Plan to ensure fidelity to the program model and equitable access to instruction in both partner languages in alignment with DESE Guidance and the DLBE Guiding Principles.
- Collaborate with school and district leadership to ensure consistent use of designated instructional languages in alignment with program goals.
- Work directly with educators to strengthen student-centered instructional and assessment practices for students in a DLBE program.
- Oversee monitor and prepare data for Amira/Elefante Letrado learning pathways and assessments monthly. Review data with school based leadership team and grade level team.
- Design and facilitate professional development in collaboration with DME and in alignment with recent research focused specifically on the Guiding Principles and best practices in dual language pedagogy bilingual instructional strategies and student-centered practices for multilingual learners.
- Promote culturally responsive and equitable instructional practices that reflect the Guiding Principles and ensure access to grade-level content for all multilingual learners.
- Support educators in engaging families as partners in the dual language bilingual education program strengthening home-school connections in alignment with the Guiding Principles and asset-based approaches to language development.
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 underFramingham 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 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 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
