Job Description

Job Number:2017-2610

Specialist-Differentiation Highly Capable
ERAC-Inclusive Education

FTE: 1.000
Hours Per Day: 7.00
Position Type: Continuing

Start Time:
End Time:

Salary: $46,564.00 - $90,766.00

Closing Date: 12/15/2017 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.

Additional Information:



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

SUMMARY: The Differentiation Specialist is an accomplished teacher who serves in a leadership role outside
the classroom with the purpose of supporting the growth of instructional and professional practice in other
teachers. A differentiation specialist works in four main ways:

* Facilitate effective collaboration between teachers.
* Provide focused classroom coaching work with highly capable and general education teachers on

differentiation strategies and social emotional supports.
* Facilitate planning and strategies to support continued academic and social emotional development for

all students.
* Provide professional development as a system leader, enabling strategic attention to curriculum,

differentiation strategies, and teacher development needs.

Through keen reflection of student goals, student work, and student social emotional needs through discussion
of cases of teaching practice, and through coaching cycles with highly capable and general education teachers
within the context of classroom core instruction, specialists draw out the strengths and potential of the teachers
with whom they are working to enable differentiation of instruction and proactive planning that supports
students academically, socially, and emotionally. The Differentiation Specialist assists general education and
highly capable teachers in providing quality interventions that allow students to reach their highest educational
and social potential. A Differentiation Specialist must see the development of his or her own skills and qualities
as a teacher developer and leader of district change efforts as essential elements of the role. Each specialist will
receive well-structured learning opportunities and support in appropriate groups for these aspects of the role.

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.

* Support department work on differentiation strategies related to student goals, learning standards, core

* Utilize formative and summative assessment data to support data-driven planning for teacher teams.
* Support schools in the design and implementation of differentiated supports and extension opportunities

integrated into instruction.
* Provide guidance and support for schools in working with students receiving highly capable services.
* Provide system level and school level support for identifying extended learning opportunities across

content areas, including Science and Social Studies.
* Facilitate effective teacher teams as they implement instructional practices and programs.
* Provide focused professional development work with program teams, grade level teams, and individual

teachers on a regular basis using student data and student work.
* Foster teacher growth through individualized, focused, one-on-one support.
* Build teacher content understanding and use of effective instructional practices.
* Lead teachers in the use of formative and summative data about learning to adjust instruction and

formulate measurable student goals that will provide extension opportunities within and beyond core

* Develop culturally responsive instructional practices and culturally relevant curriculum.
* Build leadership capacity of others through gradual transfer of responsibility to teacher-leaders.
* Facilitate district level and school-based professional development work as appropriate.

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.


* Washington State Teaching Certificate with endorsements appropriate to subject area and grade level of
the specialist assignment

* Three years successful teaching experience in K-12 education
* Three years successful experience as an instructional coach or similar role


* Experience teaching in Highly Capable/Gifted and Talented Settings


* Criminal background clearance
* First Aid and CPR certificate within 90 days of hire
* Valid Washington State driver’s license and proof of insurance


* Best practice and inquiry-based instruction in literacy and math, including differentiation of instruction

in core content areas
* Common Core State Standards including knowledge of the way key concepts and skills are developed

across grade levels
* Language development, literacy and math assessment practices and their systematic use to serve teacher

and school planning
* Strategies for supporting differentiation in the context of individual student goals
* Strong knowledge of inquiry-based strategies in instruction, specific to the subject area for the role
* Empathetic understanding of classroom challenges and the teacher change process
* The unique academic and social/emotional needs of Highly Capable Learners, and strategies for

addressing those needs
* School board policies and procedures


* Effectively support the professional development of teachers at a range of levels
* Form lasting, effective teacher relationships built on trust and mutual respect
* Grow quickly into a challenging role, and a strong desire for ongoing professional learning
* Model reflective cycles of instructional planning, observation and assessment
* Model effective instructional practices for a teacher in the classroom, and reflect on those practices with

teams of teachers outside the classroom
* Demonstrate a passion for and commitment to serving urban students across a diverse spectrum of

* Demonstrate successful experience facilitating effective teacher teamwork dedicated to student

* Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Reports to the Director of Instructional Services

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 50 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.


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 and Exec. Director, Inclusive Education, 2017-08-14

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,


Application Instructions

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