HS Reading/Special Education/Moderate Disabilities Teacher

HS Reading/Special Education/Moderate Disabilities Teacher Job Details Job ID: 5800649 Application Deadline: Jul 06, 2026 11:59 PM (Eastern Standard Time) Posted: Jun 24, 2026 4:00 AM (UTC) Starting Date: Sep 1, 2026 Job Description Title of Position: Moderate Disabilities High School ELA Teacher School: Greenleaf Academy, Haverhill Public Schools, Haverhill, Massachusetts 01830 Work Year: August–June Effective Date of Employment: 2026‑2027 Salary: In accordance with the Teachers’ Salary Scale, $56,473 to $112,526 per year, according to education and experience. Statement of Duties Provides direct services for children in integrated and pullout settings as determined by 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. Coordinate and arrange 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 pedagogy, engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject. Possesses knowledge of the developmental levels of students, and the different ways they learn, providing differentiated learning experiences, enabling all students to progress toward intended outcomes. Ability to design units of instruction with measurable outcomes and challenging tasks requiring higher‑order thinking skills aligned with state standards and local curricula. Ability to design well‑structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Assessment Ability to design and administer a variety of informal and formal assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Ability to design and analyze results from a variety of assessments to determine progress toward intended outcomes and use findings to adjust practice and implement appropriate differentiated interventions. Analysis Individually and with colleagues, draw appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Regularly share conclusions about student progress with appropriate colleagues and seek feedback on instructional or assessment practices to support improved learning. Based on assessment results, provide descriptive feedback, engaging students and families in constructive conversations focused on improvement. Instruction Consistently define high expectations for student work and perseverance, providing exemplars, rubrics, and guided practice. Use instructional practices that motivate and engage most students. Use tiered instruction and scaffolds to accommodate differences in learning styles and needs, including those of students with disabilities and English learners. Learning Environment Use rituals, routines, and appropriate responses that create and maintain a safe learning environment where students can take risks and reduce disruptive behaviors. Develop students’ interpersonal, group, and communication skills, providing opportunities to learn in diverse groups. Consistently create learning experiences that guide students to identify strengths, interests, and needs, seek support, take risks, and challenge themselves. Cultural Proficiency Use strategies and practices that enable students to demonstrate respect for and affirm differences related to background, identity, language, strengths, and challenges. Anticipate and respond appropriately to conflicts or misunderstandings arising from differences in background, language, and identity. Expectations Clearly communicate and consistently enforce specific standards for student work, effort, and behavior. Model and reinforce ways students can master challenging material through effort rather than innate ability. Adapt instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Family and Community Engagement Use a variety of strategies to support families in actively participating in the classroom and school community. Collaboration with Students Regularly update parents on curriculum and suggest strategies for supporting learning at school and home, including for students with disabilities or limited English proficiency. Consistently provide parents with clear, user‑friendly expectations for student learning and behavior. Communication Use two‑way communication with families about student performance, responding promptly and carefully. Always communicate respectfully with families, demonstrating understanding of different home languages, cultures, and values. Reflection Regularly reflect on lesson, unit, and interaction effectiveness with students and colleagues, using insights to improve practice and learning. Propose challenging, measurable professional practice, team, and student learning goals based on self‑assessment and data analysis. Professional Growth Seek out and apply ideas for improving practice from supervisors, colleagues, professional development, and other resources. Collaboration with Colleagues Collaborate with colleagues on developing standards‑based units, examining student work, analyzing performance, and planning interventions. Decision‑Making Contribute relevant ideas and expertise to planning and decision making at school, department, or grade level. Shared Responsibility Reinforce school‑wide behavior and learning expectations for all students, sharing responsibility for meeting their needs. Additional Responsibilities Perform instruction and general duties as directed by the building principal, director of special education, superintendent, and School Committee policies. Qualifications Licensed by the Massachusetts Department of Elementary & Secondary Education as a Teacher of Students with Moderate Disabilities – 5‑12 – SEI endorsement required; dual certificate in ELA 5‑12 preferred. Previous teaching and/or successful experience working with children with moderate special needs preferred. Proficiency evidenced through transcripts of undergraduate and/or graduate work in relevant fields; candidates with academic accomplishment and strength in content areas preferred. Alternatives to these qualifications may be considered at the discretion of the Superintendent. Job Requirements Bachelor’s degree preferred. Citizenship, residency, or work visa required. Contact Information John DePolo Email: View email address on click.appcast.io An 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