Art Teacher Haverhill High School
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Job Location:
Haverhill, NH - USA
Monthly Salary:
Not Disclosed
Posted on:
Yesterday
Vacancies:
1 Vacancy
Job Summary
PLEASE POST PLEASE POST
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 ART
HAVERHILL HIGH SCHOOL
ANTICIPATED OPENING
Work Year: September - June
Effective Date of
Employment: 2026-2027 School Year
Haverhill High School Fine and Performing Arts Academy is looking for an enthusiastic organized and passionate Visual Arts educator who is skillful at verbal and written communication and knowledgeable about the developmental needs of high school young adults. We are looking for a visual arts educator with a broad range of fine art experience who is adept at collaboration and community outreach. Preference will be given to those with Jewelry or 3-D Design Sculpture experience. We are interested in candidates who are focused on the achievement equity and access of all learners in and beyond the classroom. Application Process: Interested candidates should submit a cover letter resume official copies of undergraduate/graduate transcripts license # three current professional letters of reference including one from a direct supervisor professor or evaluator and a portfolio of recent student work and current studio work if applicable.
Salary: Range - $53753 (Bachelor Step 1) - $102987 (Masters 60 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
Organizational Relationship
or Line of Authority:
Directly responsible to the Principal in matters
related to the building and the Superintendent of
Schools and/or his/her designees.
Statement of Duties:
- Advise classroom teachers regarding art 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 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. |
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 exemplars 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 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 families. |
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 school-wide 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 by the Department of Elementary and Secondary Education Visual Art 5-12 - Required
Candidates for positions in the art field must present
evidence of training in following areas:
- Curriculum and methods for Art Education.
- Experience in computer graphics with knowledge of related programs and appropriate software preferred.
- Proficiency as evidenced through transcripts of undergraduate and graduate work in the field in which candidates apply.
- Successful experience or practice teaching.
- Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.
Closing Date for Receipt
of Application: Until Filled
Applicant Tracking Posting #:
School Spring Posting #:
Address all Applications and
Letter of Intent to:
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.
Required Experience:
IC
Key Skills
- Experience Working With Students
- Classroom Management
- Algebra
- Behavior Management
- Classroom Experience
- Lesson Planning
- Math
- Special Education
- Calculus
- Teaching
- Geometry
- Cordova
About Company
Welcome and thank you for your interest in Haverhill Public Schools. We are an urban district that welcomes and educates all students and families. Haverhill Public Schools has a student enrollment of over 7800 scholars in 17 schools across the district. We also have a Family Resource ... View more
