Special Education Teacher Inclusion Pre-K Moody Pre School Ext

Haverhill Public Schools•Haverhill, MA

4d•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 Title of Position : special ed moderate disablility Pre K Inclusion Teacher moody Pre School EXT Bilingual preferred Work Year: August - June Effective Date of Employment : 2026-2027 School Year Salary: In accordance with the Teachers’ Salary Scale according to education and experience. $56,473 to $112,526 Competitive Salary

Requirements

Licensed by the Massachusetts Department of Elementary & Secondary Education as a Teacher of Students with Moderate Disabilities –PreK-8– Required
SEI Endorsement required.
Proficiency as evidenced through transcripts of undergraduate and/or graduate work in the fields in which candidates apply.

Nice To Haves

Bilingual preferred
Previous teaching and/or successful experience working with Children with Moderate Special Needs - preferred
Preference will be given to candidates who furnish evidence of academic accomplishment and strength in the content areas.

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.
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.
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.
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.
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.
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 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.
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.