MS ELA/Special Education/Moderate Disabilities K-8th Greenleaf Academy

MS ELA/Special Education/Moderate Disabilities K-8th Greenleaf Academy Job ID: 5797742 Application Deadline: Jul 05, 2026 11:59 PM (Eastern Standard Time) Posted: Jun 23, 2026 4:00 AM (UTC) Starting Date: Sep 1, 2026 Position Type: Full‑Time Job Description Title of Position: MODERATE DISABILITIES ELA TEACHER Location: Greenleaf Academy, 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) Organizational Relationship: Directly responsible to the Executive Director of Student Support Services and to the Principal. Responsibilities Provide direct services for children in integrated and pullout settings as determined by IEPs. Develop modifications to assist students in the regular classrooms. Participate as a member of the evaluation team when appropriate. Evaluate children referred, developing appropriate reports and IEPs as required. Train classroom Educational Support Personnel as necessary. Coordinate and arrange team meeting process if requested. Work cooperatively with other personnel and parents. Design units of instruction with measurable outcomes and challenging tasks that require higher‑order thinking skills. Design well‑structured lessons with measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Design and administer a variety of informal and formal assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward state/local standards. Analyze assessment results to determine progress toward intended outcomes and use findings to adjust practice and implement differentiated interventions. Share conclusions about student progress with colleagues and seek feedback to support improved student learning. Provide descriptive feedback and engage students and families in constructive conversation about performance improvement. Define high expectations for student work and effort, provide exemplars, rubrics, and guided practice. Use instructional practices that motivate and engage most students during the lesson. Use tiered instruction and scaffolds to accommodate differences in learning styles, needs and interests. Use rituals, routines, and appropriate responses to create and maintain a safe learning environment. Develop students’ interpersonal, group, and communication skills and provide opportunities for learning in diverse peer groups. Encourage students to identify strengths, interests, and needs; to ask for support and take academic risks. Use strategies to demonstrate respect for and affirm differences related to background, identity, language, strengths, and challenges. Respond appropriately to conflicts arising from differences in backgrounds and identities. Communicate and enforce specific standards for student work, effort, and behavior. Model and reinforce ways students can master challenging material through effective effort. Adapt instruction, materials, and assessments so that challenging material is accessible to all students. Employ a variety of strategies to support every family’s participation. Regularly update parents on curriculum and suggest strategies for home support. Provide parents with clear, user‑friendly expectations for learning and behavior. Maintain two‑way communication with families and respond promptly. Reflect on the effectiveness of lessons and use insights to improve practice. Propose challenging, measurable professional practice, team, and student learning goals based on data analysis. Seek and apply ideas for improving practice from supervisors, colleagues, and professional development. Collaborate with colleagues in developing standards‑based units, examining student work, and planning interventions. Contribute relevant ideas to planning and decision‑making at school, department, and grade level. Reinforce schoolwide behavior and learning expectations and share responsibility for meeting students’ needs. Carry out additional instruction and duties as directed by school leadership. Qualifications Licensed as a Teacher of Students with Moderate Disabilities (5‑12) by the Massachusetts Department of Elementary & Secondary Education; SEI Endorsement required; dual certificate in ELA 5‑12 preferred. Previous teaching or successful experience with children with moderate special needs (preferred). Proficiency evidenced through transcripts of undergraduate or graduate work in corresponding fields; preference for evidence of academic accomplishment. Other qualifications as deemed appropriate by the Superintendent of Schools. Job Requirements At least 3 years of relevant experience (preferred). Master’s degree (preferred). Citizenship, residency or work visa required. Job Categories Classroom Teacher > Alternative Learning Environment Classroom Teacher > Reading/Literacy Special Education > Mild/Moderate Disabilities Contact Information John DePolo Email: View email address on click.appcast.io Equal Opportunity Statement 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