Special Education Teacher - Elementary Level

Haverhill Public Schools•Haverhill, MA

15h•Onsite

About The Position

Haverhill Public Schools seeks an elementary-level Special Education Teacher of students with moderate disabilities for the anticipated 2026–2027 school year. The teacher provides direct services in integrated and pullout settings as specified by students’ IEPs, develops classroom modifications, participates in evaluations, prepares reports and IEPs, and works with students, families, and school staff. The role includes planning and delivering standards-aligned instruction, assessing student progress, differentiating instruction, maintaining a safe and inclusive learning environment, communicating with families, collaborating with colleagues, and reflecting on practice to improve student outcomes. Bilingual ability is preferred. The position works August through June. The teacher is directly responsible to the Executive Director of Student Support Services for special education matters and to the Principal for building-related matters. Salary is determined by the teachers’ salary scale according to education and experience, with a listed range of $56,473 to $112,526.

Requirements

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

Nice To Haves

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

Responsibilities

Provide direct services for children in integrated and pullout settings as determined by IEPs.
Develop modifications to assist students in regular classrooms.
Participate as a member of the evaluation team when appropriate.
Evaluate referred children and develop appropriate reports and IEPs as required.
Train classroom Educational Support Personnel as necessary.
Coordinate and arrange team meetings when requested.
Work cooperatively with other personnel and parents.
Plan and deliver differentiated, standards-aligned instruction with measurable learning objectives and appropriate materials, resources, technologies, and grouping.
Design and administer informal and formal assessments, analyze results, and use findings to adjust instruction and identify interventions or 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 student performance.
Maintain high expectations for student work, effort, and behavior, and use instructional practices that motivate and engage students.
Use tiered instruction and scaffolds to address differences in learning styles, needs, interests, and readiness, including for students with disabilities and English learners.
Create and maintain a safe learning environment, develop students’ interpersonal and communication skills, and support students in taking academic risks.
Use strategies that affirm students’ differences and respond appropriately to conflicts or misunderstandings related to backgrounds, languages, and identities.
Support family participation in the classroom and school community; communicate curriculum, learning expectations, and strategies for supporting learning at school and home.
Communicate regularly and respectfully with families about student performance and learning, responding promptly and sensitively to family communications.
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 and apply ideas for improving practice from supervisors, colleagues, professional development, and other resources.
Collaborate with colleagues on standards-based units, student work, student performance, and appropriate interventions.
Contribute to planning and decision-making at the school, department, or grade level.
Reinforce schoolwide behavior and learning expectations and share responsibility for meeting students’ needs.
Perform additional instruction and general duties as directed by the Principal, Director of Special Education, Superintendent or designees, and School Committee policies.