ABA Focused Special Education Teacher - Golden Hill Elementary

ABA Focused Special Education Teacher – Golden Hill Elementary

Haverhill Public Schools, Golden Hill Elementary – Haverhill, Massachusetts.

Job : 5812813

Final date to receive applications: Jul 25, 2026 11:59 PM (Eastern Standard Time)

Posted: Jul 01, 2026 4:00 AM (UTC)

Starting Date: Sep 1, 2026

Work Year: August – June

Salary: In accordance with the Teachers’ Salary Scale according to education and experience ($53,753 to $102,987).

• Provides direct services for children in integrated and pullout settings as determined by IEPs.
• Develops modifications to assist students in regular classrooms.
• Participates as a member of the evaluation team when appropriate.
• Evaluates children who have been referred, developing appropriate reports and IEPs as required.
• Trains classroom educational support personnel as necessary.
• Coordinates and arranges team meeting processes if requested.
• Works cooperatively with other personnel and parents.

• Possesses sound knowledge and understanding of subject matter and pedagogy, engaging students in complex learning experiences.
• Has knowledge of developmental levels and offers differentiated learning experiences to progress toward intended outcomes.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher‑order thinking skills.
• Designs well‑structured lessons with measurable objectives and appropriate engagement strategies.

• Designs and administers a variety of informal and formal assessments, including interim assessments, to measure each student’s learning, growth, and progress.
• Analyzes results to determine progress and to adjust practice and implement differentiated interventions.

• Draws conclusions from assessment data to improve student learning and shares results with colleagues.
• Provides descriptive feedback and engages students and families in constructive conversation about improvement.

• Defines high expectations and provides exemplars, rubrics, and guided practice.
• Uses instructional practices that motivate and engage most students.
• Applies tiered instruction and scaffolds to accommodate differences in learning styles, needs, and readiness.

• Creates a safe physical and intellectual environment that encourages risk‑taking and prevents disruptive behaviors.
• Develops students’ interpersonal, group, and communication skills.
• Encourages students to identify strengths, interests, and needs and to seek support when appropriate.

• Utilizes strategies that enable students to demonstrate respect for differences related to background, identity, and language.
• Responds appropriately to conflicts or misunderstandings arising from differences in background, language, and identity.

• Communicates and enforces specific standards for student work, effort, and behavior.
• Models and reinforces mastery through effort rather than innate ability.
• Adapts instruction, materials, and assessments to ensure accessibility for all students.

• Uses a variety of strategies to support every family in participating actively in the classroom and school community.

• Regularly updates parents on curriculum and suggests strategies for supporting learning at home.
• Provides parents with clear, user‑friendly expectations for student learning and behavior.

• Maintains two‑way communication with families about student performance and responds promptly.
• Communicates respectfully, demonstrating understanding of families’ language, culture, and values.

• Reflects on lesson effectiveness and uses insights to improve practice and learning.
• Proposes measurable professional practice, team, and student learning goals based on data.

• Seeks and applies ideas for improvement from supervisors, colleagues, and professional development to gain expertise and assume new responsibilities.

• Co‑collaborates on developing standards‑based units, examining student work, analyzing performance, and planning interventions.

• Contributes relevant ideas and expertise…