What are the responsibilities and job description for the Academic Monitor (Bilingual Spanish or Portuguese Preferred) position at Framingham High School?
FRAMINGHAM PUBLIC SCHOOLS
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Academic Monitor
Framingham High School - Compass Program
2026-2027 School Year
POSITION SUMMARY
The Academic Monitor for the Compass Program assists students with developing strong study and learning habits while monitoring academic progress and maintaining written records. This role is essential to Framingham Public Schools’ day-to-day operations and strategic goal of fostering the development of the "whole child" by supporting academic, social-emotional, and mental health needs. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.
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OUR MISSION
Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community’s rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.
Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.
ABOUT FRAMINGHAM
Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.
A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.
Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.
CERTIFICATES, LICENSES, REGISTRATIONS
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Teacher Certification or an equivalent combination of education and experience preferred.
TRAINING AND EXPERIENCE
Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education.
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Educational Requirement: Bachelor's Degree or equivalent experience required.
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Professional Experience: Experience working with children in an educational setting is required; proven track record of supporting a diverse group of students with a growth mindset. Some experience working with children or adolescents, especially special education students and/or children involved with child welfare and justice systems (DCF/DYS/DMH) a plus.
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Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is required.
SKILLS AND ABILITY
To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:
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Differentiated Support: Ability to help students interpret, understand, and organize course materials and assignments to meet diverse learning needs.
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Communication Skills: Strong written and oral communication skills to express ideas clearly to students, staff, and administration.
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Social-Emotional Learning (SEL): Ability to exhibit a caring, supportive growth mindset, fostering a safe and inclusive environment while maintaining a high degree of social and cultural awareness.
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Content Support & Foundational Skills: Competence in reviewing course material and helping students study effectively for tests and formative assessments.
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Proactive Problem Solving: Ability to embrace a proactive, solution-focused approach to meeting student needs and tracking missing assignments.
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Collaborative Relationships: Skill in establishing and maintaining effective working relationships within a multidisciplinary team, including classroom teachers and support staff.
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Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable, dignified, and inclusive environment for a diverse student body.
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Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism and resilience when exposed to challenging classroom dynamics or volatile student behaviors.
ESSENTIAL DUTIES AND RESPONSIBILITIES
The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.
I. Planning, Preparation, and Instruction
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Assists students in interpreting and understanding classroom teachers' directions, course materials, and daily assignments.
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Provides targeted academic support and tutoring as scheduled throughout the school day to promote grade-level proficiency.
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Helps students organize their school work, manage timelines, and build foundational study habits across multiple subjects.
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Works with students to study for tests, prepare for assessments, and review core academic concepts.
II. Classroom Environment and Management
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Affirms student abilities and strives to promote dignity, equity, and inclusion in all interactions.
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Assists students in general daily classroom activities, maintaining a safe, structured, and culturally responsive learning environment.
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Utilizes proactive de-escalation techniques to handle potential student behavioral challenges or high-stakes classroom situations.
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Supports individual student needs, which may include providing personal care, assistance with mobility (e.g., pushing a wheelchair), or tracking safety routines.
III. Assessment and Data-Informed Practice
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Logs, tracks, and maintains accurate records of student progress, missing assignments, upcoming assessments, and completed work.
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Shares tracking data regularly with teachers and program directors to identify learning gaps and adjust support structures.
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Monitors student test preparation and academic readiness, providing positive, growth-oriented feedback.
IV. Communication and Collaboration
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Communicates regularly in person, via email, phone, or video conference with classroom teachers, support staff, and administration regarding student academic progress or behavioral concerns.
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Fosters collaborative, culturally responsive relationships with parents and guardians by providing updates in English, Spanish, and/or Portuguese.
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Collaborates within the Department of Community Resource Development to ensure program alignment and student success.
V. Professional Responsibilities and Development
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Commits to ongoing professional development, staying current with cultural proficiency frameworks and supportive instructional practices.
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Maintains a flexible and cooperative attitude, understanding that school placement transfers may occur based on district needs and the best interests of children.
Other duties as assigned.
PHYSICAL WORKING CONDITIONS
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, hallways, and outdoor areas for student support. On rare occasions, may need to move quickly across even or uneven surfaces.
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Stationary Tasks: Frequently remains in a stationary position (sitting or standing) for instructional support, tutoring sessions, and administrative record-keeping.
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Sensory Requirements: Must be able to see and hear continuously to ensure student safety, read computer monitors, and review handwritten or printed materials in active school environments.
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Communication: Must communicate effectively and clearly with students, parents, and district personnel in English and/or Spanish/and or Portuguese in person, via email, phone, or video conference.
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Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel classroom tools. Ability to operate a computer, calculator, copy machine, and other instructional technology equipment.
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General Physical Strength: Ability to lift, move, and position classroom materials (at least 20 lbs) and occasionally assist with student mobility, positioning, or personal care (including toileting or wheelchair assistance) depending on individual student needs.
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Working Environment: Must be able to adapt to dynamic school environments with acceptable noise levels. Work is primarily indoors but requires spending time outdoors for recess, fire drills, or special activities. May be exposed to bodily fluids, pathogens, or accidental injuries from aggressive student behaviors.
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Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands from several people simultaneously, and maintain focus amid frequent classroom interruptions.
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School Environment Exposure: Ability to function effectively within diverse school settings involving varying activity levels, requiring a high degree of social and cultural awareness.
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Behavioral De-escalation & Resilience: Capacity to remain calm, patient, and professional when exposed to volatile, high-stakes emotional, or aggressive student situations; ability to apply behavioral de-escalation techniques as needed.
REPORTS TO
- Building Principal (and/or Designee).
- The performance of this job will be evaluated in accordance with theFramingham School Committee Contract.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
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This position is classified as Non-Exempt (Hourly).
TERMS OF EMPLOYMENT
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Covered under Framingham School Committee Contract.
- Work Year: 197 days (Ten-Months) - Including 12 paid holidays.
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The District reserves the right to transfer personnel as needed.
EQUAL EMPLOYMENT OPPORTUNITY (EEO)
Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities.This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.
The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice.
Revised 2026
Salary : $29