Long-Term Substitute Spanish Teacher

Hamilton-Wenham Regional High School | Grades 9–12 Anticipated Dates: November 23, 2026 – March 5, 2027 H-W Regional High School is seeking a dynamic, highly motivated, student-centered Spanish teacher to serve as a long-term substitute during a leave of absence, with an anticipated assignment from November 23, 2026 through March 5, 2027. The candidate will be responsible for collaborating with our World Language Department to implement our proficiency-based curriculum for our students. The ideal candidate will have DESE certification and mastery of both English and Spanish language; a strong understanding and experience with the culture in an American high school. Overall, we are seeking a candidate who is flexible, comfortable working in a team setting, and has knowledge and facility with technology integration specific to Spanish language instruction and acquisition, is knowledgeable about comprehensible input and proficiency based instruction and the ability to connect with students and build relationships. The ideal candidate: Native or near-native fluency in the target language. Immerses students in 90-100% comprehensible Spanish language input. Encourages students to listen actively, speak often, and take risks while acquiring the language. Embraces the idea that errors are an expected part of acquiring language and builds in opportunities for feedback, reflection, and goal setting while explicitly modeling a growth mindset. Helps students to develop interpretive, interpersonal, and presentational skills in Spanish embedded through community building activities, comprehensible input, scaffolded tasks, and intercultural units. Prepares course materials such as Proficiency-based Assessments, meaningful homework, and purposeful/authentic tasks that help students negotiate meaning in the target language. Initiates, facilitates and moderates student-centered classroom tasks that are engaging, interactive and purposeful. Plans how to deliver comprehensible course content, create materials and employ varied measures of instruction in collaboration with other Spanish teachers to create, support, and maintain parity among parallel courses as well as vertical alignment. Adopts a learner’s mindset ready to prototype and workshop with team members when implementing innovative teaching practices. Ability to collaborate with colleagues to develop common assessments, and to work in teams using data to inform instruction. Has developed proficiency in communicative technology tools, clear navigation pathways, project-based assessments, and relationship-building activities. Keeps up-to-date on developments in the field by participating in professional development, sharing findings with colleagues, and reading current literature, such as, The Keys to Strategies for Language Instruction (2017) Grahn, McAlpine; or While We’re on the Topic (2017) Bill van Patten. Embraces and employs best practices as described by national second language experts when creating lessons, units, and curriculum. Some examples include ACTFL’s Proficiency Guidelines, NCSSFL-ACTFL’s Can-Do Statements, Partnership for 21st Century Skills 4 C’s, Universal Design for Learning (UDL), Understanding By Design (UbD), and Project-Based Learning (PBL), and administering the STAMP proficiency exam. Maintains student attendance records, grades, and regular written and verbal feedback on graded assignments. Maintains contact with students and parents with regular communication and regularly scheduled evaluations. Evaluates students’ class work and assignments in a timely manner, providing feedback. Has experience studying, working, and/or teaching abroad. Comfortable with a variety of technologies, including Google Classroom and various language learning applications (Quizlet, Duolingo, Conjuguemos, Socrative, Nearpod, etc.).