Grade 5​/6 Social Studies Teacher Nettle Middle School

Grade 5/6 Social Studies Teacher Nettle Middle School

Haverhill Public Schools Nettle Middle School – Haverhill, Massachusetts.

Final date to receive applications:
Jul 30, 2026 11:59 PM (Eastern Standard Time).

Posted:
Jul 07, 2026 4:00 AM (UTC).

Starting Date:
Sep 1, 2026.

Title of Position:
Middle School Social Studies Teacher – Nettle Middle.

Work Year:
August – June.

Effective Date of Employment: .

Salary: $56,473 (B Step
1) to $112,526 (M75 Step 14).

• Competitive Salary
• Eight GIC Health Plan Options
• Dental Insurance
• Flexible Spending Accounts
• Life Insurance Options
• Auto and Home Insurance Options
• Wellness Programs and Discounts
• Employee Assistance Programs
• Credit Union with Competitive Rates
• 403(b) Retirement
• Personal and Sick Days
• Teacher Tuition Reimbursement
• May be eligible for Federal Student Loan Forgiveness

Organizational Relationship:
Responsible to the Principal, the Curriculum Supervisor, and the Superintendent of Schools and/or their designee.

Curriculum and Planning

• Possesses sound knowledge and understanding of the subject matter and pedagogy, consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills.
• Understanding of developmental levels of students and differentiating learning experiences for all students.
• Design units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills aligned with state standards/local curricula.
• Develop well-structured lessons with challenging, measurable objectives, appropriate engagement strategies, pacing, sequencing, activities, materials, resources, technologies, and grouping.

Assessment

• Design and administer a variety of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress.
• Analyze assessment results to determine progress toward intended outcomes and use findings to adjust practice, implement differentiated interventions, and enhancements.

Analysis

• Draw conclusions from assessment data to improve student learning.
• Share with appropriate colleagues conclusions about student progress and seek feedback.
• Provide descriptive feedback and engage students and families in constructive conversation focused on improvement.

Instruction

• Define high expectations for student work quality and perseverance, often providing exemplars, rubrics, and guided practice.
• Consistently use instruction practices that motivate and engage most students.
• Apply tiered instruction and scaffolds to accommodate different learning styles, needs, and readiness, including students with disabilities and English learners.

Learning Environment

• Create safe physical and intellectual environment where students can take academic risks and behaviors interfering with learning are prevented.
• Develop students’ interpersonal, group, and communication skills; provide opportunities for group work with diverse peers.
• Guide students to identify strengths, interests, and needs; encourage support seeking and academic risk-taking.

Cultural Proficiency

• Use strategies to respect and affirm differences related to background, identity, language, strengths, and challenges.
• Anticipate and respond to conflicts or misunderstandings arising from differences.

Expectations

• Communicate and enforce standards for student work, effort, and behavior.
• Model and reinforce ways to master challenging material through effort.
• Adapt instruction, materials, and assessments for accessibility to all students, including English learners and students with disabilities.

Family and Community Engagement

• Use strategies to support families to participate actively and appropriately in classroom and school community.

Collaboration with Students

• Update parents on curriculum throughout the year and provide strategies for home support, including adaptations for students with disabilities or limited English proficiency.
• Provide parents with clear expectations for student learning and behavior.

Communication

• Maintain two-way communication about student performance and learning; respond promptly and carefully to family communications.
• Respectfully communicate with families, demonstrating…