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 instructional and general duties as indicated by the Principal, directives of the Superintendent of Schools or his/her designee and policies of the Haverhill School Committee.Qualifications: Licensed by the Massachusetts Department of Elementary & Secondary Education ESL 5-8 Required, SEI Endorsement Required.Understanding human growth and development of children from birth to age 12.Knowledge of curriculum in Early Childhood and Elementary Education.Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.Closing Date for Receiptof Application: July 5, 2022School Spring Posting #: Address all Applications andLetter of Intent to: School Spring (Preferred) orHaverhill Public SchoolsHuman Resource Department4 Summer Street – Room 104Haverhill, MA 01830An Equal Opportunity EmployerThe 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.
Type: Full-Time Posted: 01/29/2024 (Reposted Job: Initially posted on 01/16/2024) Application Due: Open Until Filled Category: Other IT; +1 The...
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