Spanish Teacher (The Grace School)

Meeting Street•Providence, RI

About The Position

Meeting Street is seeking a full-time Spanish Teacher for 40 hours per week at The Grace School. The teacher will design and deliver engaging, developmentally appropriate Spanish instruction aligned with Rhode Island’s World Languages Curriculum Framework and school curriculum expectations. Instruction should build communication skills, cultural understanding, and increasing language proficiency through opportunities to listen, speak, read, write, and interact in Spanish. The teacher will collaborate with classroom teachers, special educators, related service providers, families, and school leadership to support students’ learning and develop a sustainable, age-appropriate world-language program aligned with the school’s Program of Studies. The role includes differentiating instruction, supporting students with accommodations and enrichment needs, and helping students pursue school-approved study of other languages. Approved digital tools may support guided practice and enrichment but are not intended to replace teacher-led instruction. Meeting Street emphasizes respect, compassion, integrity, inclusivity, and excellence. Employees are expected to recognize and appropriately respond to racism and other forms of injustice. The organization states that it provides equal employment opportunity and protects employees and applicants from retaliation or discrimination for participating in equal-opportunity investigations or complaints.

Requirements

Valid Rhode Island World Languages Teacher certification appropriate for teaching Spanish, or eligibility for the required certification under applicable school and state rules.
Bachelor’s degree in education, Spanish, world languages, or a closely related field, consistent with certification requirements.
Strong Spanish-language proficiency and knowledge of effective, proficiency-based world-language instruction.
Ability to plan differentiated instruction and assess student growth at varied levels of language acquisition.
Ability to sit, stand, and walk continuously throughout the workday.
Ability to bend, stoop, squat, push, and pull 10–15% of the time.
Ability to kneel and reach above shoulder level occasionally (1–33% of the time).
Ability to use a computer 20% of the time and other office equipment.
Ability to lift and carry students and transfer students from wheelchairs to equipment as required.
Ability to lift, push, or pull up to 50 pounds independently and up to 100 pounds with assistance from another staff member or adaptive equipment.
Physical ability to lift and transfer children as required.
Physical ability to position physical/occupational therapy equipment and splints.
Ability to use applicable equipment.

Responsibilities

Design and deliver engaging, developmentally appropriate Spanish instruction aligned with Rhode Island’s World Languages Curriculum Framework and applicable school curriculum expectations.
Plan instructional progressions with measurable outcomes that build communication skills, cultural understanding, and language proficiency.
Provide grade- and proficiency-appropriate opportunities to listen, speak, read, write, and interact in Spanish.
Collaborate with classroom teachers, special educators, related service providers, and families to implement applicable IEP/504 accommodations and instructional supports within the world-language program.
Use inclusive, culturally responsive strategies that value students’ home languages and individual experiences.
Coordinate with qualified multilingual-learner specialists when applicable; the position does not replace separately required English-language-development services.
Work with the Head of School and faculty to develop a sustainable, age-appropriate world-language program and align course descriptions and instructional goals with the Grace School Program of Studies.
Develop individualized learning goals, enrichment activities, and flexible groupings for students whose language skills or interests extend beyond the introductory curriculum.
Support students pursuing school-approved study of other world languages by helping them establish goals, access appropriate materials, monitor progress, and reflect on their learning.
Use approved digital tools and platforms, such as Rosetta Stone, Duolingo, or equivalent resources, to support guided practice and enrichment rather than automatically replacing teacher-led instruction.
Work with school leadership to review the suitability and continuity of alternative language-learning options, including year-to-year student progression.