District Head Social Studies Coach

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

Anticipated Opening

Title of Position: SOCIAL STUDIES/HISTORY COACH K-12

BILINGUAL PREFERRED

Work Year: August - June

Effective Date

of Employment:

Salary: In accordance with the Teachers Salary Scale according to education and experience (Bachelor Step 1-$53753 to Masters 60 Step 14 -$102987)

Organizational Relationship or Line of Authority: Directly responsible to the Assistant Superintendent of Teaching Learning and Leading for matters pertaining to curriculum and to the building principals for matters pertaining to the building and to the Superintendent of Schools or his/her designees.

• Statement of Duties: Works with colleagues to create an optimum learning climate for all students that promotes positive student interactions learning and quality in the Social Studies/History curriculum.
• Provides coaching in initiatives related to Education Reform specifically the implementation of the state curriculum frameworks.
• Gathers data and reports on curriculum instruction assessments student achievement and program evaluation in grades K-12 via monthly curriculum meetings. Presents findings to the As
• MCAS Provides analysis of History MCAS tests.

• Oversees district compliance for the Civics Project and Genocide Education units in accordance with state laws.

• Makes recommendations for interdisciplinary teaching/learning structures. Assists in planning and coordinates professional development in History/ Social Studies curriculum and instruction.
• Conducts demonstration lessons with students in classroom situations for observation by
• Assists in coordinating curricular revision as part of the districts curriculum cycle. Assists the Assistant Superintendent of Teaching Learning and Leading in the selection of instructional materials and textbook options.
• Assists in building response to accreditation requirements.
• Prepares and/or assists in the preparation of state and federal grants and reports.
• Work with the Supervisors of Curriculum and the Assistant Superintendent of Teaching Learning and Leading to implement state and federal grant initiatives.
• Consults with classroom teachers on grouping testing student placement and instructional
• Support classroom teachers by providing resources and ideas about instruction. Model lessons problem solve with teachers and facilitate group discussions. Is responsible for instructional and other general duties as indicated by the building
  • Principal Assistant Superintendent of Teaching Learning and Leading and directives of the Superintendent of Schools or his/her designees and policies of the Haverhill School Committee.
• 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
• Ability to design well-structured lessons with
• challenging measurable objectives and appropriate
• student engagement strategies pacing sequence
• activities materials resources technologies and
• Assessment:
• Ability to design and administer a variety of informal
• and formal methods and assessments including
• common interim assessments to measure each students
• 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 through
• developments of re-teaching plans
• 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
• 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 exemplars rubrics and guided
• 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
• Learning Environment:
• Use rituals routines and appropriate responses that create and
• maintain a safe physical and intellectual environment where
• students take academic risks and most behaviors that interfere
• with learning are prevented.
• Develop students interpersonal group and communication
• skills and provides opportunities for students to learn in groups
• with diverse peers.
• Consistently create learning experiences that guide students to
• identify their strengths interests and needs; ask for support
• when appropriate; take academic risks; and challenge
• themselves to learn.
• Cultural Proficiency:
• Consistently use strategies and practices that are likely
• to enable students to demonstrate respect for and affirm
• their own and others differences related to background
• identity language strengths and challenges.
• Anticipate and respond appropriately to conflicts or
• misunderstandings arising from differences in
• backgrounds languages and identities.

• Expectations:
• Clearly communicate and consistently enforce specific
• standards for student work effort and behavior.
• Effectively model and reinforce ways that students can
• master challenging material through effective effort
• rather than having to depend on innate ability.
• Consistently adapt instruction materials and
• assessments to make challenging material accessible to
• all students including English learners and students

with disabilities.

• Family and Community Engagement:
• Use a variety of strategies to support every family to
• participate actively and appropriately in the classroom and
  • school community.
• Collaboration with Students:
• Regularly update parents on curriculum throughout the
• year and suggest strategies for supporting learning at
• school and home including appropriate adaptation for
• students with disabilities or limited English proficiency.
• Consistently provide parents with clear user-friendly
• expectations for student learning and behavior.
• Communication:
• Regularly use two-way communication with families
• about student performance and learning and responds
• promptly and carefully to communications from
• Always communicate respectfully with families and
• demonstrates understanding of and sensitivity to
• different families home language culture and values.
• Reflection:
• Regularly reflect on the effectiveness of lessons units
• and interactions with students both individually and
• with colleagues and uses insights gained to improve
• practice and student learning.
• Propose challenging measurable professional practice
• team and student learning goals that are based on
• thorough self-assessment and analysis of student
  • learning data.
• Professional Growth:
• Consistently seek out and apply when appropriate ideas
• for improving practice from supervisors colleagues
• professional development activities and other resources to
• gain expertise and/or assume different instruction and
• leadership responsibilities.
• Collaboration with Colleagues:
• Consistently and effectively collaborate with colleagues in
• such work as developing standards-based units examining
• student work analyzing student performance and
• planning appropriate intervention.
• Decision-Making:
• Consistently contribute relevant ideas and expertise to
• planning and decision making at the school department
• and/or grade level.
• Shared Responsibility:
• Within and beyond the classroom consistently reinforce
• schoolwide behavior and learning expectations for all
• students and contributes to their learning by sharing
• responsibility for meeting their needs.
• Additional Responsibilities:
• Responsible for instructional and general duties as
• indicated by the Principal directives of the Superintendent
• of Schools or his/her designee and policies of the Haverhill
  • School Committee.

Qualifications:

• Licensed as a Teacher by the Massachusetts Department of Elementary and Secondary Education - REQUIRED
• Can demonstrate a minimum of three (3) years successful teaching experience. History/ Social Studies experience - REQUIRED
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

Closing Date for Receipt

of Application: Until Filled

Power School Posting #:

School Spring Posting #:

Address all Applications and

Letter of Intent to: School Spring (Preferred)

or

Haverhill Public Schools

Human Resource Department

4 Summer Street - Room 104

Haverhill MA 01830

An Equal Opportunity Employer

The Haverhill Public Schools is an Equal Opportunity Employer and is in compliance with Federal regulations prohibiting discrimination in employment on the basis of race color religion national origin age gender gender identity or expression sexual orientation or disability.

2025-2026

NEW. Feel free to reword - just something about presenting at School Committee meetings.

and any additional History-related MCAS test that should be developed and implemented.

NEW. Can be re-phrased but this is very important.