PE Teacher Haverhill High School

Job Description Starting Date: Sep 1, 2026 Title of Position: TEACHER OF PHYSICAL EDUCATION Work Year: August - June School Year: 2026-2027 Salary: $56,473 to $112,526 Benefits 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 to the Principal in all matters pertaining to the building, the Curriculum Supervisors in areas of curriculum and instruction, and the Superintendent of Schools and/or his/her designee. Responsibilities Curriculum and Planning: Possesses sound knowledge and understanding of the subject matter and pedagogy required to consistently engage students in learning experiences that enable them to acquire complex knowledge and skills. Has knowledge of developmental levels of students and provides differentiated learning experiences that enable all students to meet intended outcomes. Designs units of instruction with measurable outcomes and challenging tasks that require higher‑order thinking skills aligned with state standards/local curricula. Designs well‑structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Assesses movement performance and communicates progress. Develops and implements cooperative and competitive activities appropriate to developmental levels to improve basic motor skills. Selects, organizes, and communicates movement objectives appropriate to developmental levels and consistent with the district Physical Education curriculum document. Develops and implements learning experiences to achieve objectives. Implements direct and indirect teaching methods that include exploration, guided discovery, problem solving, and cooperative learning. Assessment: Designs and administers a variety of informal and formal assessments, including interim assessments, to measure each student’s learning, growth, and progress toward state/local standards. Designs and analyzes assessment results to determine progress and uses findings to adjust practice and implement differentiated interventions and enhancements. Analysis: Draws appropriate conclusions from a thorough analysis of assessment data to improve student learning. Shares conclusions with appropriate colleagues (e.g., general education, special education, English learner staff) and seeks feedback to support improved learning. Provides descriptive feedback and engages students and families in constructive conversation focused on improvement. Instruction: Consistently defines high expectations for student work and perseverance, often providing exemplars, rubrics, and guided practice. Consistently uses instructional practices that motivate and engage most students during the lesson. Uses tiered instruction and scaffolds to accommodate differences in learning styles, needs, interests, and readiness, including students with disabilities and English learners. Learning Environment: Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and prevent disruptive behavior. Develops students’ interpersonal, group, and communication skills and provides opportunities for learning in diverse peer groups. Consistently creates learning experiences that guide students to identify strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves. Cultural Proficiency: Uses strategies that enable students to demonstrate respect for and affirm differences related to background, identity, language, strengths, and challenges. Anticipates and responds to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Expectations: Clearly communicates and enforces specific standards for student work, effort, and behavior. Models and reinforces ways that students can master challenging material through 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 that support every family to participate actively and appropriately in the classroom and school community. Collaboration with Students: Regularly updates parents on curriculum and suggests strategies to support 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: Regularly uses two‑way communication with families about student performance, learning, and responds promptly to family communications. Communicates respectfully with families, demonstrating understanding and sensitivity to 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 learning. Proposes challenging, measurable professional practice, team, and student learning goals based on thorough 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 and assume different instructional and leadership responsibilities. Collaboration with Colleagues: Consistently and effectively collaborates with colleagues in developing standards‑based units, examining student work, analyzing performance, and planning appropriate intervention. Decision‑Making: Consistently contributes relevant ideas and expertise to planning and decision‑making at the school, department, and grade level. Shared Responsibility: Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, contributing to learning by sharing responsibility for meeting needs. Additional Responsibilities: Responsible for instructional and general duties as indicated by the Principal, Director of Athletics and Wellness, directives of the Superintendent of Schools or his/her designee, and policies of the Haverhill School Committee. Qualifications Licensed by the Massachusetts Department of Elementary & Secondary Education – Physical Education 5‑12 – Required. Proficient as evidenced by transcripts of undergraduate and/or graduate work in relevant fields; preference for academic accomplishment and strength in the content areas. Successful experience or practice teaching in secondary grades. Bachelor degree preferred. Citizenship, residency, or work visa required. 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