Teacher of the Deaf and Hard of Hearing - TDHH (0.6)

Teacher of the Deaf and Hard of Hearing - TDHH (0.6) Haverhill Public Schools District Wide - Haverhill, Massachusetts Open in Google Maps This job is also posted in Haverhill Public Schools Job Details Job ID: 5890381 Application Deadline: Posted until filled Posted: Aug 18, 2026 4:00 AM (UTC) Starting Date: Sep 1, 2026 Job Description

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HAVERHILL PUBLIC SCHOOLS

HAVERHILL, MASSACHUSETTS 01830

HAVERHILL PUBLIC SCHOOLS IS A DIVERSE ENVIRONMENT AND IS PROUD TO BE AN EQUAL OPPORTUNITY EMPLOYER. ALL QUALIFIED CANDIDATES WILL RECEIVE CONSIDERATION

ANNOUNCEMENT OF POSITION

Title of Position: TEACHER OF THE DEAF AND HARD OF HEARING-PART TIME – 3 DAYS PER WEEK Work Year: August-June Effective Date of Employment: 2026-2027 Salary: $56,473 (B Step 1) to $112,526 (M75 Step 14)-FULL TIME SALARY 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 May be eligible for Federal Student Loan Forgiveness Organizational Relationship Directly responsible to the Director of Special Education in all areas of Special Education and to the Principal in all matters pertaining to the building. Statement of Duties: Provide direct instruction and/or consultative services to students on assigned caseload as documented in student IEPs. Conduct assessments for initial or special re-evaluations in order to determine student’s academic and communication needs. With the assistance of the audiologist, provide basic training to students and teachers on individual and/ or classroom amplification systems used by students. Attend and participate in the IEP meetings of students. Enter pertinent information into the IEP. Collaborate and consult with team members to develop IEPs that will meet the identified student’s needs. Collaborate and consult with school staff members to provide strategies to adapt or modify learning tasks rooted in the Common Core State Standards, physical setting, and/or performance assessments to ensure student success in the least restrictive environment. Train students and staff members on the implementation of assistive technology devices related to hearing impairments. Consult with the audiologists on student’s hearing loss and use of appropriate amplification. Effectively communicate with both deaf and hard of hearing students, using sign language when appropriate. Work collaboratively with stakeholders in an effort to positively impact overall student achievement Collect data to document student progress toward mastery of IEP goals Prepare quarterly progress reports based on data collection Curriculum and Planning: Possesses sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently 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 in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes. Ability to design units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/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 methods and 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 uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. 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 with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seek feedback from them about instructional or assessment practices that will support improved student learning. Based on assessment results, provide descriptive feedback and engage students and families in constructive conversation that focuses on how students can improve their performance. Instruction: Consistently define high expectations for the quality of student work and the perseverance and effort required to produce it; often provide exemplars, rubrics, and guided practice. Ability to consistently use instructional practices that are likely to motivate and engage most students during the lesson. Use appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Learning Environment: Use rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Develop students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers. Consistently create learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn. Cultural Proficiency: Consistently use strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Anticipate and respond appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Expectations: Clearly communicate and consistently enforce specific standards for student work, effort, and behavior. Effectively model and reinforce ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Consistently 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 every family to participate actively and appropriately in the classroom and school community. Collaboration with Students: Regularly update parents on curriculum throughout the year and suggest strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Consistently provide parents with clear, user-friendly expectations for student learning and behavior. Communication: Regularly use two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Always communicate respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Reflection: Regularly reflect on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Propose challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data. Professional Growth: Consistently seek out and apply, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities. Collaboration with Colleagues: Consistently and effectively collaborate with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention. Decision-Making: Consistently contribute relevant ideas and expertise to planning and decision making at the school, department, and/or grade level. Shared Responsibility: Within and beyond the classroom, consistently reinforce schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Additional Responsibilities: Responsible for instruction and general duties as indicated by the building Principal, Director of Special Education, directives of the Superintendent of Schools his/her designees, and policies of the Haverhill School Committee. Qualifications: Licensed by the Massachusetts Department of Elementary & Secondary Education as a Teacher of the Deaf and Hard of Hearing – Required Previous teaching and/or successful experience working with Children with Moderate Special Needs - preferred. Proficiency as evidenced through transcripts of undergraduate and/or graduate work in the fields in which candidates apply. Preference will be given to candidates who furnish evidence of academic accomplishment and strength in the content areas. Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable. Closing Date for Receipt of Application: Until Filled Power School Postint #: School Spring Posting #: Address all Applications and Letter of Intent to: School Spring (Preferred) or Haverhill Public Schools Human Resource Department 4 Summer Street - Room 104 Haverhill, MA 01830 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. Position Type: Full-Time Salary: $56,473 to $112,526 Per Year Job Categories: Special Education > Hard of Hearing Job Requirements Bachelor degree preferred. Citizenship, residency or work visa required Contact Information Forreste deGroot Email: View email address on click.appcast.io Map The content you submit, offer, contribute, attach, post, or display (each a “Submission”) will be viewed by other users of the service who may or may not be accurately representing who they are or who they represent. Do not include any sensitive data in your submissions. 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