Language Development (LD) Coach

Framingham Public Schools•Framingham, MA

9d•Onsite

About The Position

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.

Requirements

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)
A Bachelor’s Degree from an accredited college or university in TESOL, Applied Linguistics, Elementary Education or a related field required
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.
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.
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.
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.
Skill in aligning daily lesson plans and school-based "Team Time" with the Massachusetts Curriculum Frameworks and District-wide strategic initiatives.
Mastery of instructional technology (Google Workspace, interactive whiteboards, and content-specific software) to enhance student engagement and facilitate teacher training.
Ability to lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district-level curriculum goals and school-based execution.
Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.

Nice To Haves

Bilingual Endorsement preferred for DLBE schools
Master’s Degree preferred
Bilingual proficiency in Spanish and/or Portuguese is encourage.

Responsibilities

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.
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
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
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.