Position: French Teacher

World Languages Teacher/Putnam Avenue Upper School

Putnam Avenue Upper School Community:

At the Putnam Avenue Upper School, we believe that all of our students can and will be successful in and out of school and beyond, no matter what their circumstances are. We believe that our students are headed towards the “Good Life.” That is, we believe that our students will be college-ready and will become successful and contributing members of society with the best possible quality of life. In order to live the “Good Life,” students will develop a sense of mastery of our core values of passion, pride, and ownership with balance and perseverance.

The Opportunity:

Under the supervision of the Principal and the Coordinator of World Languages, the French teacher will be responsible for instruction in grades Gr. 6-8 using a proficiency approach based on ACTFL standards. The ideal candidate will demonstrate expertise in fostering a positive and supportive classroom environment, where students are encouraged to develop intellectual curiosity, a love for the target language, and an appreciation of its culture. The position calls for a person with an ability to adapt the curriculum to meet the needs of all students. A background in technology is also desirable so that students can engage in research projects.

In the World Language Program, there will be a focus on all skills: listening, speaking, reading, and writing. There will also be a cultural component where students will research and report on nuances of similarities/differences between the target language and the American culture. Teachers have established the curriculum over a series of workshops and curriculum meetings. The prospective teacher will be required to work closely with the Principal and the district coordinator to ensure that all required units are taught; there are standard mid-terms and finals across the system. The prospective teacher should have knowledge of effective use of relevant technology, possess knowledge of best practices for effective second language acquisition, and be able to work with both middle and high school teachers around issues of articulation. In addition, the candidate should possess knowledge of differentiated instruction techniques and developmental design, and have experience designing and implementing projects and performance assessments.

Your Skill Set:

As the incoming French Teacher you will possess many, though perhaps not all, of the following characteristics and qualifications:

• Two or more years of French teaching experience with a proven track record of high achievement in the classroom.
• Strong classroom management skills.
• Experience leading instruction in urban school settings.
• ACTFL World-Readiness Standards for Learning Languages.
• Fluency in French.
• Excellent communication and interpersonal skills, alongside the ability to establish and maintain effective and collaborative working relationships with a diverse staff and student body.
• Bachelor’s degree required; Master’s degree strongly preferred.
• Massachusetts Teacher License in French language instruction required.
• A strong work ethic, alongside a commitment to doing whatever it takes for students to excel.

Cambridge Public Schools is committed to slowing and/or stopping the spread of COVID-19. Therefore, as a condition of employment with Cambridge Public Schools, all new hires will be required to be fully vaccinated for COVID-19 no later than their first day of work. Written requests for either a religious exemption from this requirement based on sincerely held religious beliefs, or for a medical exemption based upon clear documentation from a medical provider should be submitted to the attention of the Chief Talent Officer.

How to Join Our Team:

Please upload a resume and thoughtful cover letter, outlining how your skills, experience, and commitment to equity in education meet the qualifications of the position as well as stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.