Everett High School Connections English Language Arts Teacher

Everett High School Connections English Language Arts Teacher

Starting Date: Aug 31, 2026

Position Type: Full-Time Location: Everett High School, Everett Public Schools

Salary/Benefits: In accordance with the Everett Teachers Association collective bargaining agreement

Everett High School is seeking a highly skilled, student-centered, and emotionally steady English Language Arts teacher to serve in the Connections Program. This is a current vacancy in a specialized in‑house alternative setting designed to support students in grades 9–12 who require a more structured, relationship‑based, and coordinated academic environment due to social, emotional, behavioral, attendance, or other school‑related challenges.

The Connections Program provides students with an integrated academic, therapeutic, and behavioral support model. The goal of the program is to help students make meaningful academic progress, strengthen self‑regulation and coping strategies, rebuild productive school routines, and, when appropriate, successfully transition back into general education settings. The ELA teacher in this role must be committed to both rigorous literacy instruction and the intensive relationship‑building required to support students who may have experienced academic failure, trauma, dysregulation, disconnection from school, or inconsistent access to learning.

The Connections ELA teacher will plan and deliver standards‑aligned instruction using approved Everett High School ELA curriculum and high‑quality instructional materials, including district‑approved resources such as Savvas and/or Study Sync. Instruction must align with the Massachusetts English Language Arts Curriculum Frameworks, Everett Public Schools’ instructional priorities, and the needs of students in the Connections Program.

In alignment with the Everett Public School’s Instructional Priority, the teacher will intentionally implement student‑centered literacy instructional strategies with HQIM to provide targeted, rigorous instruction that leads to improved reading fluency, comprehension, writing, and academic language development, especially for students with disabilities and multilingual learners. The teacher is expected to consistently incorporate student‑centered literacy strategies such as:

• Annotating text to support comprehension, analysis, and evidence‑based thinking
• Academic conversations that build speaking, listening, reasoning, and academic language
• Partner reading and reciprocal teaching to support fluency, comprehension, prediction, questioning, clarification, and summarizing
• Two‑column notes and other structured note‑taking tools to help students organize key ideas, evidence, vocabulary, and questions
• Jigsaw and collaborative learning structures that increase student agency and peer‑to‑peer learning
• Summarizing strategies that require students to identify central ideas and express understanding in their own words
• Writing strategies that provide frequent opportunities for students to process learning, develop claims, use evidence, explain reasoning, and build writing stamina

The teacher must be able to move beyond passive compliance and ensure that students are actively producing evidence of learning during class, including written responses, annotations, discussion notes, summaries, constructed responses, revised writing, and other visible artifacts of student thinking.

• Plan and facilitate daily ELA lessons aligned to Massachusetts ELA standards, Everett High School curriculum expectations, and district‑approved high‑quality instructional materials.
• Provide explicit, structured, and engaging literacy instruction that supports reading comprehension, vocabulary development, academic discourse, writing development, and preparation for required assessments.
• Use student‑centered strategies to create lessons that engage students in active reading, writing, speaking, listening, collaboration, and meaningful work.
• Maintain a classroom environment that is predictable, respectful, trauma‑informed, and academically focused.
• Establish clear routines,…