Quality Assurance Tester
About the Employer
Position Summary
The Academic Interventionist Teacher serves as a specialized instructional leader, providing high-quality literacy and mathematics instruction to ensure all students achieve academic proficiency. A primary focus of this role is to deliver push-in and pull-out services to support the classroom teacher, facilitating tier 1, tier 2, and tier 3 interventions directly within the general education environment. 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 through collaborative, inclusive literacy and math practices.
Explore Framingham Public Schools Employment Benefits & Perks
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.
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.
Certificates, Licenses, Registrations
Valid Massachusetts teaching license in:
• Reading (all levels);
• Elementary Education (1-6), and;
• Special Education Endorsement.
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.
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
Proven track record of delivering high-quality instruction and managing a diverse classroom environment. Experience working in a school district or educational setting is required.
Language Proficiency
Bilingual proficiency in Spanish and/or Portuguese is preferred.
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:
• Differentiated Instruction: Ability to design and implement Tier 1 and Tier 2 instructional interventions to meet the diverse needs of students, including those with IEPs, 504 plans, and English Language Learners.
• Data-Driven Decision Making: Proficiency in analyzing standardized and formative assessment data (e.g., MCAS, i-Ready, or unit assessments) to track student growth and adjust instructional delivery.
• Social-Emotional Learning (SEL): Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed classroom culture.
• Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices within the subject area to ensure all students master core concepts and reach grade-level proficiency.
• Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and resolve peer conflicts constructively.
• Curriculum Alignment: Skill in aligning daily lesson plans with the Massachusetts Curriculum Frameworks and district-wide strategic goals.
• Adaptive Technology Integration: Mastery of instructional technology (Google Classroom, interactive whiteboards, and educational software) to enhance student engagement and accessibility.
• Collaborative Leadership: Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams (Special Education, ESL, and Mental Health staff) to support student success.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
• Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.
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
• Provides direct push-in and pull-out instruction within classrooms to facilitate active, differentiated learning in literacy and mathematics.
• Collaborates with classroom teachers to develop lesson plans and instructional materials that meet the individual interests and abilities of all students.
• Employs evidence-based instructional methods to ensure equal access to high-quality reading and mathematics instruction.
• Coteaches, coplans, and coassesses in collaboration with classroom teachers, specialists, and the MTSS team to ensure equitable access to Tier 1, 2, and 3 instruction.
II. Communication and Collaboration
• Consults regularly with classroom teachers, specialists, and parents to coordinate student support and monitor literacy and mathematics progress.
• Communicates necessary information regarding student development to colleagues and families, ensuring a unified approach to literacy growth.
• Participates in school and district meetings to align reading and mathematics interventions with strategic initiatives.
III. Assessment and Reporting
• Assesses student accomplishments on a regular basis to track the effectiveness of push-in services and interventions.
• Maintains accurate, complete records of student progress to inform data-driven instructional decisions.
IV. Family and Community Engagement
• Consults regularly with students, families, and community partners to foster a collaborative approach to student success.
• Actively participates in PLCs and multidisciplinary teams (Special Education, ESL, Mental Health) to coordinate comprehensive support for students.
• 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 instructional practices and research in education.
• Participates in district and school-level professional development opportunities to improve teaching practice and stay current on best practices in literacy and mathematics instruction.
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.
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.
Safety Care Training & Physical Safety
Must complete and maintain district-provided training in safety care or an equivalent physical safety program.
Reports To
The Director of Curriculum, Instruction, and Assessment (and/or designee).
Fair Labor Standards Act (FLSA) Classification
This position is classified as exempt (professional).
Terms of Employment
Covered under Framingham Teachers Association (Unit A) contract. Work year: 185 days (ten-months). 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 district also prohibits 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 Policy. Revised 2026