Grade 5 Math Teacher Consentino Middle School

Grade 5 Math Teacher – Consentino Middle School

Haverhill Public Schools, Consentino Middle School – Haverhill, Massachusetts

Title:

Grade 5 Math Teacher – Consentino Middle School (Middle School)

Work Year:
August – June 2026–2027

Effective Date of Employment: 2026‑2027

Salary: $56,473 to $112,526

Position Type:
Full‑time

• 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

Responsible to the Principal in all matters pertaining to the building, the Curriculum Supervisors in areas of curriculum and instruction, and the Superintendent of Schools and/or his/her designee.

Curriculum and Planning:

• Possesses sound knowledge and understanding of mathematics and the pedagogy it requires, consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills.
• Possesses knowledge of developmental levels and provides differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher‑order thinking skills aligned with state standards/local curricula.
• Creates well‑structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Assessment:

• Designs and administers a variety of informal and formal assessments, including common interim assessments, to measure each student’s learning, growth, and progress.
• Analyzes results to determine progress toward intended outcomes and uses findings to adjust practice and implement appropriate differentiated interventions and enhancements.

Analysis:

• Draws conclusions from assessment data to improve student learning.
• Share conclusions with appropriate colleagues and seeks feedback to support improved instructional practices.
• Provides descriptive feedback and engages students and families in constructive conversations focused on improvement.

Instruction:

• Defines high expectations for student work quality and perseverance, providing exemplars, rubrics, and guided practice.
• Uses instructional practices that motivate and engage most students during the lesson.
• Applies tiered instruction and scaffolds to accommodate differences in learning styles, needs, interests, and readiness.

Learning Environment:

• Uses rituals, routines, and appropriate responses to create a safe physical and intellectual environment where students take academic risks.
• Develops students’ interpersonal, group, and communication skills and provides opportunities for group work with diverse peers.
• Guides students to identify strengths, interests, and needs; encourages support-seeking and academic risk-taking.

Cultural Proficiency:

• Uses strategies that enable students to demonstrate respect for and affirm differences related to background, identity, language, strengths, and challenges.
• Anticipates and responds appropriately to conflicts or misunderstandings arising from diverse backgrounds.

Expectations:

• Communicates and enforces specific standards for student work, effort, and behavior.
• Models and reinforces ways to master challenging material through effective effort.
• Adapts instruction, materials, and assessments to make challenging material accessible to all students.

Family and Community Engagement:

• Uses a variety of strategies to support every family’s active and appropriate participation in the classroom and school community.

Collaboration with Students:

• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home.
• Consistently provides parents with clear, user‑friendly expectations for student learning and behavior.

Communication:

• Maintains two‑way communication with families about student performance and learning, responding promptly…