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 provide 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 language proficiency through listening, speaking, reading, writing, and interaction in Spanish. The role includes differentiating instruction and learning goals for students at varied proficiency levels, supporting applicable IEP/504 accommodations, and collaborating with classroom teachers, special educators, related service providers, families, multilingual-learner specialists when applicable, faculty, and school leadership. The teacher will help develop a sustainable, age-appropriate world-language program aligned with Grace School’s Program of Studies, support students exploring other school-approved languages, and use approved digital tools for guided practice and enrichment. Meeting Street emphasizes respect, compassion, integrity, inclusivity, and excellence. Employees are expected to recognize and properly respond to racism and other forms of injustice. The position is performed in a typical school environment and includes physical tasks such as sitting, standing, walking, using a computer and other office equipment, and lifting or transferring students as required.

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 approximately 20% of the time and other office equipment.
Ability to lift, push, or pull up to 50 pounds independently and up to 100 pounds with the assistance of another staff member or adaptive equipment.
Physical ability to lift and transfer children as required and position physical/occupational therapy equipment and splints.

Responsibilities

Design and deliver engaging, developmentally appropriate Spanish instruction aligned with Rhode Island’s World Languages Curriculum Framework and applicable school curriculum expectations.
Plan an instructional progression with measurable outcomes that build communication skills, cultural understanding, and language proficiency.
Provide opportunities for students to listen, speak, read, write, and interact in Spanish through authentic language experiences appropriate to their grade and proficiency level.
Collaborate with classroom teachers, special educators, related service providers, and families to implement applicable IEP/504 accommodations and instructional supports.
Use inclusive, culturally responsive strategies that value students’ home languages and individual experiences.
Coordinate with qualified multilingual-learner specialists when applicable; this 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 Grace School’s 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 materials, monitor progress, and reflect on learning.
Use approved digital tools and platforms, such as Rosetta Stone, Duolingo, or equivalent resources, for guided practice and enrichment rather than as automatic replacements for teacher-led instruction.
Work with school leadership to review alternative language-learning options, including their suitability, continuity, and year-to-year progression.
Recognize and properly respond to racism and other forms of injustice.
Lift, carry, and transfer students as required; position physical or occupational therapy equipment and use applicable equipment.