Music Teacher Nettle Middle School

music teacher nettle middle school

haverhill public schools nettle middle school - haverhill, massachusetts open in google maps

this job is also posted in haverhill public schools

job : 5781288

Final date to receive applications: posted until filled

re-posted: aug 17, 2026 4:00 am (utc)

starting date: sep 1, 2026

haverhill public schools

haverhill, massachusetts 01830

haverhill public schools is a diverse environment and is proud to be an equal opportunity employer. All qualified candidates will receive consideration

announcement of position

title of position: teacher of music nettle middle school

(full time)

anticipated opening

work year: august - june

effective date of employment:  school year

salary: in accordance with the teachers’ salary scale according to education and experience.

$56,473 to $112,526

• 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

organizational relationship

or line of authority:

responsible to the principal in all matters pertaining to the building, the assistant superintendent in areas of curriculum and instruction and the superintendent of schools and/or his/her designee.

statement of duties:

• advise classroom teachers regarding music lessons in conjunction with their regular instructional program.
• attend in-service meetings as required.

curriculum and planning:

• possesses sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• possesses knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.
• ability to design units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• ability to design well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

assessment:

• ability to design and administer a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.
• ability to design and analyze results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

analysis:

• individually and with colleagues, draw appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning.
• regularly share with appropriate colleagues (e.g., general education, special education, and english learner staff) conclusions about student progress and seek feedback from them about instructional or assessment practices that will support improved student learning.
• based on assessment results, provide descriptive feedback and engage students and families in constructive conversation that focuses on how students can improve their performance.

instruction:

• consistently define high expectations for the quality of student work and the perseverance and effort required to produce it; often provide examples, rubrics, and guided practice.
• 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…