HS Mathematics Teacher/Moderate Disabilities 5-12th Greenleaf Academy

Haverhill Public Schools•Haverhill, MA

2d•Onsite

About The Position

HAVERHILL PUBLIC SCHOOLS IS A DIVERSE ENVIRONMENT AND IS PROUD TO BE AN EQUAL OPPORTUNITY EMPLOYER. ALL QUALIFIED CANDIDATES WILL RECEIVE CONSIDERATION. This position is for a Moderate Disabilities Math Teacher at Greenleaf Academy, with bilingual preference. The work year is August-June, effective for the 2026-2027 school year. Salary is in accordance with the Teachers’ Salary Scale, ranging from $56,473 to $112,526, based on education and experience. The teacher is directly responsible to the Executive Director of Student Support Services for special education matters and to the Principal for building-related issues. Duties include providing direct services to students in integrated and pullout settings as per IEPs, developing modifications for regular classrooms, participating in evaluation teams, evaluating referred children, developing reports and IEPs, training Educational Support Personnel, coordinating team meetings, and working cooperatively with colleagues and parents.

Requirements

Licensed by the Massachusetts Department of Elementary & Secondary Education as a Teacher of Students with Moderate Disabilities –5-12
SEI Endorsement required
Proficiency as evidenced through transcripts of undergraduate and/or graduate work in the fields in which candidates apply.
Evidence of academic accomplishment and strength in the content areas.

Nice To Haves

Dual certification in Math 5-12 preferred
Previous teaching and/or successful experience working with Children with Moderate Special Needs - preferred
Bilingual preferred

Responsibilities

Provides direct services for children in integrated and pullout settings as determined by IEP’s.
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 IEP’s as required.
Trains classroom Educational Support Personnel as necessary.
Coordinate and arrange team meeting process if requested.
Works cooperatively with other personnel and parents.
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.
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.
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.
Consistently use strategies and practices that are likely to enable students to respect 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.
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.
Use a variety of strategies to support every family to participate actively and appropriately in the classroom and school community.
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.
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.
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.
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.
Consistently and effectively collaborate with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Consistently contribute relevant ideas and expertise to planning and decision making at the school, department, and/or grade level.
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.
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.