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Highline Academy

www.highlineacademy.org

Highline Academy Teacher - Northeast Campus

Job Description 

MISSION: We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence.

VISION: Creating inclusive excellence in public education.

Assignment: Multilingual Education (MLE) Teacher for Upper Elementary

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 care about the whole child, plan well, maintain strong, nurturing classroom management, and collaborate effectively 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), professional development days, and parent conference days add 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 MLE teachers are expected to be on campus ready for students by 7:45 am and to stay until 4:00 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 counts as 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, and 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 outperformed district and state averages. Strong faculty and student retention rates reflect the school’s positive culture and strong community. 

Highline is committed to a liberal arts education that 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 enables us to provide small-group instruction in 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. Highline designed a character education program 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 on their learning, and Reach Up to their very best academic achievement. We are a student-first, growth-mindset organization, and we expect all 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 MLE team
• Effectively coordinates and complies with the district via the MLE Director

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, and learning styles, and by sharing 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. 

Multilingual Education (MLE) Teacher Responsibilities: MLE teachers collaborate with their grade-level peers to provide a rigorous and yet supportive curriculum for every student who qualifies for MLE supports. 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, reflect on student progress, and support other teachers in interpreting their data. MLE teachers are expected to meet at least weekly with their team to co-plan lessons and units and may also meet with special education or interventionist teachers to further support all students. MLE teachers are responsible for teaching the assigned classes, groups, or programs. Teachers are encouraged to help each other with lesson and unit planning and may divide that work as a team, as they see fit. 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 student assignments and classroom tasks, as well as guidance on how to work well with all students in their classroom.

MLE teachers set the tone with their students each day and establish community expectations. MLE teachers are expected to build positive relationships with their students and also hold them to high expectations. MLE 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-first approach at all times, and teachers are the foundation of this work.

MLE teachers serve as a point of contact for student-family communication. MLE 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. MLE teachers should work to ensure all families attend the student conferences held twice a year. Teachers are expected to attend at least three evening or weekend events, such as music performances for their grade level, the Cultural Fair, and the Fall Festival. MLE 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.

MLE 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.

Qualifications:

• Valid teaching credential appropriate to their teaching assignment;
• 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.

Salary Scale

Benefits:

Colorado PERA/PERA 401K

Life Insurance

PTO

Short-Term Disability

Health

Gap Insurance

Dental

Aflac

Vision

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.