Job: CTE Instructor-Teaching Academy

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Job Description

Job Number:2017-2503

CTE Instructor-Teaching Academy
Puget Sound Skills Center

FTE: 0.500
Hours Per Day: 0.00
Position Type: Non-Continuing

Start Time:
End Time:

Salary: $22,759.00 - $44,396.00

Closing Date: 07/20/2017 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.

Additional Information: Students will obtain knowledge, skills, and practices required for careers in
education through teamwork, time management, communication, leadership,
and discussion of current issues in the school system.



: Exempt
Plus additional days as provided by the HEA bargaining agreement

SUMMARY: The purpose of this position is to lead exploration of and experiences in the educational system
from teaching to administration. The teacher will help students obtain the knowledge, skills, and practices
required for careers in education including standards and competencies from the Early Childhood, Education
and Services and the Family and Community Services sections of the Family and Consumer Sciences National
Standards, preparing them for the beginning levels of a variety of human service careers such as para-educators.
The teacher will facilitate students gaining skills in teamwork, time management, communication, leadership,
and current issues in the school system. In addition, they will lead learning about the theory and practice of
learning and teaching as well as the principles of educational psychology, planning and administration of
education activities as well as the social foundations of education.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in
the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the
community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline
Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.
The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
organizational practices:

* Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
* Results-focused professional learning and collaboration. Investing in our people so they continuously fine-

tune their craft and grow in their profession.
* Strong partnerships with families and community. Schools can’t do it alone. We are better when students,

families, community and educators work hand-in-hand.
* A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,

excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

* Teach assigned course at the times and place scheduled.
* Supervise and advise students in the classroom, lab, and clinical areas of the curriculum.
* Revise and update course content, student assignments and activities, when necessary, consistent with

the master course outline.
* Stay current in areas of assignment and in teaching techniques.
* Lead a Family, Career, and Community Leaders of America (FCCLA) student leadership chapter.
* Establish internship sites at HPS elementary schools by January, and support mentors in leading students

to meet the educational goals of the internship placements.


* Establish an active Advisory Council to support the Teaching Academy program, and be able to help
students prepare to pass the para-educator exam, as well as collaborate with PSSC staff so students earn
their First Aide / CPR cards.

* Help prepare students to pass the paraeducator exam as well as collaborate with PSSC staff to ensure
students earn their First Aide/CPR cards.

* Respond to work-related communications when requested.
* Implement and participate on community advisory committees, curriculum and program reviews.
* Provide student leadership opportunities through local, state and national organizations.

Other Functions
* Performs other related duties as assigned for the purpose of ensuring the efficient and effective

functioning of the work unit and supporting student learning objectives.

Documentation of 1 year of experience training adults or participate in a training course on adult instruction

Must qualify for a Washington State Career and Technical Education (CTE) teaching certificate, includes having
three (3) years of recent gainful employment in a related field. Must be eligible for a work-based learning

Teaching experience
Experience in working with non-traditional learners and various ethnic and socio-economic groups

Criminal background clearance
Complete Department of Early Learning "Train the Trainer" curriculum
Valid WA State Driver’s License and proof of insurance

Current trends and practices in education
Instructional theory and its application
Techniques to motivate student learning via inquiry, discussion, and application of knowledge
Organizing the physical and human elements in the educational setting
Instructional and non-instructional human dynamics
Standards-based instruction and familiarity with Washington State Essential Academic Learning
School board policies and procedures

Communicate effectively verbally and in writing
Maintain effective working relationships with individuals and groups in a multicultural and diverse community
Operate a variety of modern office equipment including microcomputers and related software
Provide technical leadership
Organize and set priorities
Work effectively under pressure and meet deadlines


Work independently with minimal supervision
Exercise good judgment and maintain confidentiality
Use electronic communications, i.e., E-Mail, Internet
Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Reports to Director of the Puget Sound Skills Center or designee

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations may be made
to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit, stand, and walk. The employee
frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The
employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.
Specific vision abilities required by this job include close vision, and ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an
employee encounters while performing the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee regularly works in indoor conditions and regularly works
near video display. The noise level in the work environment is usually moderate. The employee must deal with
angry and upset students, parents, and community members. The employee must adjust to frequent
interruptions in their work schedule.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot
include, and are not intended to include, every possible activity and task performed by every specific employee.

Created by Human Resources, 2017.07.12

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in
admission, access, treatment, or employment in education programs or hiring practices on the basis of race,
creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital
status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability,
or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students
who are interested in participating in educational programs and/or extracurricular activities. Any person having
inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights
Act (employees), and Title IX: Chief Talent Officer, 206.631.3121,; Civil Rights
Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100,; Section 504 of the Rehabilitation Act- Director of Health and Social
Services, 206.631.3011,