In PersonOn-campus schedule; teachers are expected to be present 7:30 a.m.–3:30 p.m., extending to 4:30 p.m. Fridays.
EducationK-12 Teaching
About the job
Requirements
A bachelor's degree is required.
Teaching experience appropriate to the assignment is required.
Candidates must demonstrate commitment to and understanding of Highline's mission.
Teachers must meet the highly qualified specifications under No Child Left Behind.
Candidates must be able to walk quickly, bend, kneel, crouch, sit, stand, and grasp or hold with one or both hands.
Candidates must be able to lift up to 40 pounds without difficulty.
Candidates must maintain appropriate demeanor and professional classroom behavior when working with children and adults.
Candidates must be able to sit for extended periods during group training.
Strong communication and collaboration skills are required.
Responsibilities
Create a positive classroom culture and climate.
Practice effective classroom management.
Plan and implement effective content delivery and high-impact instructional practices.
Demonstrate knowledge of students and use data to monitor learning, make grouping decisions, and plan next steps in instruction.
Collaborate and engage effectively with students and colleagues; support the Specials and Spanish teams.
Reflect on practice and pursue professional learning and development.
Collaborate with grade-level peers to provide rigorous and engaging classes.
Meet in data teams to reflect on student progress and support other teachers in interpreting student data.
Meet weekly with a coach to deepen the impact of instruction.
Teach classes, groups, or programs as assigned, and collaborate with the team on lesson and unit planning.
Enter daily attendance in IC and enter grades in the school learning management system based on standards-aligned assessments.
When assigned a Teaching Assistant, provide appropriate student assignments and classroom tasks, and guidance for working well with students.
Build positive relationships with students, set high expectations, and manage classes with positive proactive systems, rituals, and routines.
Seek support from staff when a student is struggling behaviorally or academically.
Serve as a point of contact for student-family communication; set up a class website or send regular newsletters, engage families as volunteers or in class events, and build relationships through calls and meetings.
Work to ensure families attend the twice-yearly student conferences.
Attend at least three evening or weekend events, such as grade-level music performances, the Cultural Fair, or the Fall Festival.
Plan and lead at least one family event during the year, such as a parent education meeting or student demonstration of learning.
Attend professional development as assigned by the principal and participate respectfully and attentively.
Participate in at least one network, school, board, or parent group committee to support school improvement and culture.
Take responsibility for student learning by valuing diversity, individual needs, and learning styles through shared ownership.
Set clear and purposeful objectives and instruction, reflect and revise learning strategies, and use student assessment data as a tool for learning.
Value diversity among faculty, students, and families and help provide a safe place for all to succeed.
Communicate directly, intentionally, and promptly to support positive and proactive outcomes.
Create an environment that empowers faculty, students, and families to participate in student success.
Focus on essential priorities for student success and Highline's goals.
Model and enforce Highline's academic and behavioral expectations.
Read, follow, and review the employee handbook and its annual updates.
Desired Qualifications
A valid elementary teaching credential is preferred.
Highline Academy
www.highlineacademy.org
Highline Academy Teacher - Southeast Campus
Job Description
MISSIONWe exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence.
VISIONCreating inclusive excellence in public education.
Assignment: Spanish Teacher for Elementary Electives
Reporting directly to Highline’s campus principal, our teaching team is the heart of our organization - the ones who make the mission come alive for our staff. We expect our team to be caring about the whole child, great planners, strong and nurturing classroom management and excellent collaborators with teammates and families. We look for people with good communication skills, dedication to do everything it takes to make a difference for each child, and a growth mindset.
Position Schedule:Coordinators are paid year round on a salary. Their student contact days (176) and their professional development days and parent conference days adds up to a 189 day work year. However, the work the teaching team does outside those days planning, reflecting and pursuing professional growth is also an important part of being an excellent teacher. Our Spanish teachers are expected to be on campus ready for students by 7:30 am and to stay until 3:30 each day school is in session, and to 4:30 on Fridays when we have early release days for students followed by teacher P.D. or planning meetings. There are 2 weeks of professional development every summer before school begins which is part of the accounted professional development days.
REPORTS TO:Campus Principal
HIGHLINE OVERVIEW:Highline Academy is a community of diverse youth and adults striving together for academic, civic, and personal excellence. Founded in 2004, Highline is committed to inclusive excellence. In 2013, we launched our second school in Green Valley Ranch. Our students come from fifty countries, speak 26 different languages, represent a full range of socio-economic backgrounds, and previous educational experiences. Our diverse and integrated community has already begun to achieve excellence. Highline students have consistently out-performed district and state averages. Strong faculty and student retention rates are emblematic of the school’s positive culture and strong community.
Highline has a commitment to a liberal arts education which includes Art, Music, Spanish and P.E. instruction for our students. We have high expectations for all of our learners, with an understanding that some learners need more or different instruction. We have Performance Group teachers at each grade level which enable us to give smaller group instruction for the core content areas of math and language arts. Additionally, we have a robust intervention program with additional supports available as students show they need them. We are a fully inclusive organization for students with special needs, who are integrated into the general education classrooms. We have a character education program designed by Highline called Reach. This teaches, practices, and celebrates the Reach values of responsibility, empowerment, aspiration, citizenship and honesty. All our students are taught to Reach Out to support and care about their classmates and community, Reach In to learn about themselves and reflect about their learning and Reach Up to their very best academic achievement. We are a students’ first, growth mindset organization and we expect all of our employees to model these values. All Highline employees are expected to read and follow all policies as written in the employee handbook and to review it annually for updates.
Major Responsibilities:All Highline teachers must show clear competency and reliable practice of the following indicators:
Create a Positive Classroom Culture and Climate
Practice Effective Classroom Management
Plan and implement Masterful Content Delivery
Practice High-Impact Instructional Moves
Demonstrate Essential Knowledge of Students and Use of Data
Demonstrate Effective Collaboration and Engagement with students and colleagues
Demonstrate thoughtful reflection, learning and development
Supports the Specials team and the Spanish team
All Highline teachers are also expected to demonstrate the Highline Internal Commitments for Professional Practice.
We will take responsibility for student learning by valuing diversity, needs, learning styles and through shared ownership.
We will commit to being clear and purposeful in our objectives and instruction while continuing to reflect and revise learning strategies by frequently monitoring student assessment data and ensuring that it is used as a tool for learning.
We accept and embrace diversity within our community of faculty, students, and parent/guardians by valuing each other for who and where we all are in life as learners and as people, and we commit to providing a safe place for all to succeed.
We will be direct, intentional, timely, and graceful in giving and receiving communication without judgment and for positive and proactive purposes.
We will create an environment that empowers faculty, students and parent/guardians to be active participants in student success.
We will create a focused and sustainable adult community by focusing on what is most essential to student success and staying focused on Highline’s goal.
We will consistently model and enforce Highline’s academic and behavioral expectations.
Elementary Spanish Teacher Responsibilities: Specials teachers collaborate with their grade level peers to provide a rigorous and engaging class time. Teachers are expected to use data to monitor student learning, make decisions about grouping, and to determine next steps in lesson planning. Teachers will also be expected to meet in data teams and reflect upon student progress and support other teachers in interpreting their data. Teachers are expected to meet weekly with their coach to deepen the impact of their instruction. Specials teachers are responsible for teaching the classes, groups, or programs as assigned. Teachers are encouraged to help each other with lesson and unit planning and may divide that work up as they see fit as a team. Content teachers are expected to enter attendance each day into IC and to enter grades into the school learning management system based on standards aligned assessments. If a teacher has a Teaching Assistant, they are expected to provide the Teaching Assistant with appropriate assignments for students and tasks in the classroom and also guidance for how to work well with all students in their classroom.
Spanish teachers set the tone with their students each day and set up the community expectations for their students. Spanish teachers are expected to build positive relationships with their students and also hold them to high expectations. Spanish teachers should manage their classes with positive proactive systems and strong rituals and routines. They are also expected to seek out more information and support from other staff members (the SIT team, admin, other grade level teachers etc.) if a student is not doing well either behaviorally or academically. At Highline we believe in a student’s first approach at all times, and the teacher is the foundation of this work.
Specials teachers serve as a point of contact for student-family communication. Specials teachers are expected to set up a website and/or send home a regular newsletter about the work of the class, help create community by engaging their parents through inviting them to participate as volunteers or in class events (such as a potluck or an author celebration) and to build relationships with families through phone calls and both formal and informal meetings. Spanish teachers should work to ensure all families attend the student conferences held twice a year. Teachers are expected to show up for at least three evening or weekend events such as the music performances for their grade level, the Cultural Fair and the Fall festival. Spanish teachers are expected to help plan and lead at least one event for families during the year such as a parent education meeting or a student demonstration of learning.
Specials teachers are expected to attend all professional development as assigned by their principal and participate with respect and attention. They are expected to participate as a member of at least one network, school, board or parent group committee to support the ongoing work of improving our school and supporting school culture.
Teaching experience appropriate to the assignment;
Demonstrated commitment to and understanding of the Highline mission;
All teachers will be hired based on being highly qualified per No Child Left Behind (NCLB) specifications.
Strong communication and collaboration skills
Minimum Physical Requirements
Be able to walk quickly, bend, kneel, crouch, sit, stand, grab or hold with one or both hands.
To be able to lift up to 40lbs without difficulty
To maintain appropriate demeanor and professional classroom behavior when working with children and adults
The ability to sit for extended periods during group training
Salary Range: $60,000 - $80,000
Highline Academy uses a salary scale to support salary equity and salary equity. We welcome questions about your placement on the salary scale during the interview process.
Highline Academy does not discriminate in admission to, access to, treatment in, or employment in its services, programs and activities, on the basis of race, color, national origin, sex, disability, age, ethnicity, sexual orientation, gender expression, religious practice, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement in accordance with all federal, state and local laws.