Humanities Coach

FRAMINGHAM PUBLIC SCHOOLS

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Humanities Coach

Barbieri Elementary School 

2026-2027 School Year

Click here for more information about our amazing benefits! 

• Elementary (Grades 1-6), and

• Reading (All Levels) or take and pass the Reading MTEL, and

• SEI Endosement 

• 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: Demonstrated experience in a leadership or mentorship capacity (e.g., Department Head, Grade Level Lead, or Mentor Teacher), with a proven ability to lead peer teams, facilitate collaborative planning, and influence instructional practice through coaching. Must have a proven track record of developing instructional content and delivering professional development sessions to staff.

• Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encourage.

1. Instructional Coaching & Modeling: Ability to design and implement Tier 1 and Tier 2 instructional interventions while modeling these practices for peers to meet the diverse needs of students, including those with IEPs, 504 plans, and multilingual learners.

2. Data-Driven Systemic Support: Proficiency in analyzing standardized and formative assessment data (e.g., ACCESS, MCAS, AMIRA, DIBELS, i-Ready, or other content-based assessments) to track student growth, inform school-wide interventions, and guide teachers in adjusting instructional delivery.

3. Social-Emotional & Trauma-Informed Advocacy: Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed culture across all content areas.

4. Content Pedagogy & Foundational Skills: 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.

5. Restorative Practices & Conflict Transformation: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and coach colleagues in resolving peer conflicts constructively.

6. District-to-School Strategic Alignment: Skill in aligning daily lesson plans and school-based "Team Time" with the Massachusetts Curriculum Frameworks and District-wide strategic initiatives.

7. Adaptive Technology Integration: Mastery of instructional technology (Google Workspace, interactive whiteboards, and content-specific software) to enhance student engagement and facilitate teacher training.

8. Collaborative & Systemic Leadership: Ability to lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district-level curriculum goals and school-based execution.

9. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
10. Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.

I. Instructional Coaching & Peer Support (Unit A Leadership)

• Conducts coaching cycles with teachers, including observation, modeling, and feedback to improve high-leverage instructional practices within the specific content area (Literacy, STEAM, or LD).

• Leads Team Time 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.

• Regularly provides advice and expertise to classroom teachers to support the creation of effective academic and social-emotional learning experiences for all students.

II. Direct Student Support

• Plans and delivers a specialized program of study that meets the individual needs, interests, and abilities of assigned students.

• Employs instructional methods and materials (including adaptive technology) that are most appropriate for meeting stated curriculum objectives.

• Assesses student accomplishments on a regular basis and provides progress reports as required by district and state guidelines.

III. District & School Liaison

• Delivers information and instructional frameworks from District Departments (Multilingual, Office of Teaching & Learning, etc.) to school-based teams.

• Guides compliance and alignment work at the school level, ensuring that instructional records and student supports (IEPs, 504s, or EL records) meet district and state mandates.

• Maintains a proactive, solution-focused approach to bridging the gap between district-level goals and the day-to-day needs of students and teachers.

IV. Communication and Collaboration

• Consults regularly with students, families, and community partners to foster a collaborative approach to student success.

• 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.

• 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.

• Building Principal (and/or Designee).
• The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract.

• This position is classified as Exempt (Professional).

• Covered under Framingham Teachers Association (Unit A) Contract.

• Work Year: 185 days (Ten-Months)

• The District reserves the right to transfer personnel as needed. 

Salary : $57,727 - $124,666