Special Education Teacher: Moderate Disabilities Consentino Middle School

Special Education Teacher: Moderate Disabilities – Consentino Middle School Title: Special Education Teacher – Moderate Disabilities (Consentino Middle School) Location: Haverhill, Massachusetts 01830 Work Year: August – June 2026-2027 School Year Effective Date of Employment: 2026-2027 School Year Starting Date: September 1, 2026 Salary: $56,473 – $112,526 per year (Teachers’ Salary Scale) Benefits Competitive salary Eight GIC Health Plan Options Dental insurance Flexible Spending Accounts Life insurance options Auto and Home insurance options Wellness programs and discounts Employee Assistance Programs Credit Union with competitive rates 403(b) Retirement Personal and sick days Teacher tuition reimbursement Organizational Relationship Responsible directly to the Executive Director of Student Services for all areas of Special Education and to the Principal for all matters pertaining to the building. Statement of Duties Provides direct services for children in integrated and pullout settings as determined by their IEPs. Develops modifications to assist students in the regular classrooms. Participates as a member of the evaluation team when appropriate. Evaluates children who have been referred, developing appropriate reports and IEPs as required. Trains classroom educational support personnel as necessary. Coordinates and arranges team meeting process if requested. Works cooperatively with other personnel and parents. Curriculum and Planning Possesses sound knowledge and understanding of the subject matter and the pedagogy required to engage students in learning experiences that enable acquisition of complex knowledge and skills. Knows developmental levels of students and provides differentiated learning experiences that enable all students to progress toward intended outcomes. Designs units of instruction with measurable outcomes and challenging tasks requiring higher‑order thinking skills aligned to state standards and local curricula. Creates well‑structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Assessment Designs and administers a variety of informal and formal assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward state/local standards. Analyzes results from a variety of assessments to determine progress toward intended outcomes and uses findings to adjust practice and implement appropriate differentiated interventions and enhancements. Analysis Draws appropriate conclusions from a thorough analysis of assessment data to improve student learning, individually and with colleagues. Shares conclusions with appropriate colleagues and seeks feedback on instructional or assessment practices to support improved student learning. Provides descriptive feedback and engages students and families in constructive conversations focusing on ways students can improve performance. Instruction Defines high expectations for quality student work and the perseverance and effort required to produce it, often providing exemplars, rubrics, and guided practice. Uses instructional practices that motivate and engage most students during the lesson. Applies tiered instruction and scaffolds to accommodate differences in learning styles, needs, interests, and readiness, including those of students with disabilities and English learners. Learning Environment Uses rituals, routines, and appropriate responses to create and maintain a safe physical and intellectual environment where students take academic risks and behaviors that interfere with learning are prevented. Develops students’ interpersonal, group, and communication skills and provides opportunities for learning in diverse peer groups. Guides students to identify strengths and interests, seek support when appropriate, take academic risks, and challenge themselves to learn. Cultural Proficiency Uses strategies that enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Expectations Communicates and enforces specific standards for student work, effort, and behavior. Models and reinforces ways students can master challenging material through effective effort rather than innate ability. Adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Family and Community Engagement Uses a variety of strategies to support every family in actively and appropriately participating in classroom and school community. Collaboration with Students Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including adaptations for students with disabilities or limited English proficiency. Provides parents with clear, user‑friendly expectations for student learning and behavior. Communication Uses two‑way communication with families about student performance and learning and responds promptly and carefully to communications from families. Communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Reflection Regularly reflects on the effectiveness of lessons, units, and interactions with students individually and with colleagues, using insights to improve practice and student learning. Proposes challenging, measurable professional practice, team, and student learning goals based on self‑assessment and analysis of student learning data. Professional Growth Consistently seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise or assume different instruction and leadership responsibilities. Collaboration with Colleagues Collaborates with colleagues in developing standards‑based units, examining student work, analyzing student performance, and planning appropriate interventions. Decision‑Making Contributes relevant ideas and expertise to planning and decision‑making at the school, department, and/or grade level. Shared Responsibility Within and beyond the classroom, reinforces school‑wide behavior and learning expectations for all students and contributes to meeting their needs. Additional Responsibilities Responsible for instruction and general duties as indicated by the building Principal, Director of Special Education, Superintendent directives, and Haverhill School Committee policies. Qualifications Licensed by the Massachusetts Department of Elementary & Secondary Education as a Teacher of Students with Moderate Disabilities – SEI endorsement required. Preferred: experience teaching or working with children with moderate special needs. Proficiency evidenced through transcripts of undergraduate or graduate work in the fields in which candidates apply; preference given to those with academic accomplishment and strength in the content areas. Alternatives to these qualifications may be considered by the Superintendent. Closing Date for Receipt of Application July 12, 2026 Position Type Full‑time Job Requirements Bachelor’s degree preferred. Citizenship, residency, or work visa required. Contact Information Eileen Doherty Email: View email address on click.appcast.io Equal Opportunity Employer The Haverhill Public Schools is an Equal Opportunity Employer and is in compliance with Federal regulations prohibiting discrimination in employment on the basis of race, color, religion, national origin, age, gender, gender identity or expression, sexual orientation, or disability. #J-18808-Ljbffr Young World Physical Education