Teaching Jobs at Framingham Public Schools with Visa Sponsorship

FRAMINGHAM PUBLIC SCHOOLS

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ESL Teacher

Cameron Middle School

2026-2027 School Year

Position Summary

The ESL Teacher provides direct instruction to Emergent Bilingual Students through a collaborative push-in model, delivering Framingham Public Schools’ high expectations for achievement and equal access to core instruction. The ESL Teacher works alongside general education teachers to provide linguistic support within the content area, ensuring the development of the whole child while adhering to the district’s curriculum. This role focuses on supporting the content teacher to bridge the achievement gap and ensure academic proficiency for all students. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.

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)

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 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 encouraged.

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:

• 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.

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. Planning, Preparation, and Instruction

• Collaborates with content teachers to co-plan and adapt lesson plans that meet the linguistic needs of Emergent Bilinguals within the general education setting.
• Employs push-in instructional methods, providing small-group or individualized language support during core content blocks.
• Differentiates instructional materials and "scaffolds" content-area tasks to ensure students can access high-level curriculum.
• Instructs students on language acquisition strategies that directly relate to the current classroom unit or project.

II. Shared Environment and Collaborative Support

• Works flexibly across multiple classroom environments, maintaining a professional and supportive presence in colleagues' classrooms.
• Supports the content teacher in managing student behavior and establishing an inclusive environment for Emergent Bilinguals.
• Assists in creating linguistically rich classroom environments within the shared instructional space.
• Maintains high mobility, transitioning between classrooms to meet the scheduled needs of various student clusters.

III. Assessment and Data-Informed Practice

• Monitors and evaluates the linguistic progress of students within the context of their general education performance.
• Collaborates with content teachers to provide appropriate and timely feedback on modified assignments and tests.
• Maintains accurate records of language proficiency growth and updates necessary district records.

IV. Communication and Collaboration

• Consults regularly with students, families, and community partners to foster a collaborative approach to student success.
• Actively participates in PLCs and multidisciplinary teams (Special Education, ESL, Mental Health) to coordinate comprehensive support for students.
• Communicates student progress, challenges, and achievements clearly and promptly to parents and guardians, ensuring language accessibility where needed.
• Collaborates with administration to implement school-wide policies and initiatives that enhance the school culture and student conduct.

V. Professional Responsibilities and Development

• Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
• Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
• Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.

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

• Building Principal (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