Special EducationTeacher for Moderate Disabilities- Elementary

Haverhill Public Schools•Haverhill, MA

2d•Onsite

About The Position

Haverhill Public Schools seeks an elementary-level Special Education Teacher for Moderate Disabilities for the 2026–2027 school year. The teacher provides special education services in integrated and pullout settings as determined by students’ IEPs, develops classroom modifications, participates in evaluations, prepares reports and IEPs, and collaborates with students, families, and school personnel. The role also includes supporting students’ academic, behavioral, and social development through differentiated instruction, appropriate assessments, accessible learning materials, and a safe and inclusive learning environment. The teacher is expected to plan and deliver standards-aligned instruction, assess student learning and progress, analyze assessment data, adjust instruction and interventions, communicate with families, and collaborate with colleagues. The position includes reflecting on and improving practice, pursuing professional growth, and contributing to school, department, and grade-level planning. Additional instructional and general duties may be assigned by the building Principal, Director of Special Education, Superintendent or designees, and Haverhill School Committee policies. The position works under the Executive Director of Student Support Services for special education matters and the Principal for building-related matters. The work year is August through June. Salary is in accordance with the Teachers’ Salary Scale and depends on education and experience; the listed range is $56,473 to $112,526.

Requirements

Massachusetts Department of Elementary & Secondary Education license as a Teacher of Students with Moderate Disabilities.
SEI Endorsement.
Proficiency evidenced through undergraduate and/or graduate transcripts in the fields in which the candidate applies.

Nice To Haves

Bilingual skills preferred.
Previous teaching experience or successful experience working with children with moderate special needs preferred.
Evidence of academic accomplishment and strength in the relevant content areas is preferred.

Responsibilities

Provide direct services to children in integrated and pullout settings as determined by their IEPs.
Develop modifications to assist students in regular classrooms.
Participate as a member of evaluation teams when appropriate.
Evaluate referred children and develop appropriate reports and IEPs as required.
Train classroom Educational Support Personnel as necessary.
Coordinate and arrange team meeting processes when requested.
Work cooperatively with other school personnel and parents.
Plan and deliver differentiated, standards-aligned instruction with measurable objectives, appropriate resources, and strategies that engage students.
Design and administer informal and formal assessments to measure student learning, growth, and progress.
Analyze assessment results and use them to adjust instruction and identify or implement differentiated interventions and enhancements.
Share conclusions about student progress with appropriate colleagues and seek feedback on instructional and assessment practices.
Provide descriptive feedback and engage students and families in constructive conversations about improving performance.
Create and maintain a safe learning environment that supports academic risk-taking and prevents behavior that interferes with learning.
Develop students’ interpersonal, group, and communication skills and provide opportunities to learn with diverse peers.
Adapt instruction, materials, and assessments to make challenging material accessible to students, including students with disabilities and English learners.
Communicate curriculum, learning and behavior expectations, student performance, and strategies for supporting learning at school and home to families.
Use respectful, responsive two-way communication with families and demonstrate sensitivity to their home languages, cultures, and values.
Reflect on lessons, units, and interactions with students and use insights to improve practice and student learning.
Set measurable professional practice, team, and student learning goals based on self-assessment and student learning data.
Seek out and apply appropriate ideas for improving practice through supervisors, colleagues, professional development, and other resources.
Collaborate with colleagues on standards-based units, student work, performance analysis, and interventions.
Contribute expertise to school, department, and grade-level planning and decision-making.
Reinforce schoolwide behavior and learning expectations and share responsibility for meeting students’ needs.
Perform additional instructional and general duties as directed by school leadership and applicable school policies.