Job: Specialist-Secondary Spanish Language & Literacy

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Job Description

Job Number:2016-1580

Specialist-Secondary Spanish Language & Literacy
ERAC-Teacher Development/Language Learning

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

Start Time:
End Time:

Salary: $43,135.00 - $82,802.00

Closing Date: Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
this date.

Additional Information: This is a Spanish Language Literacy Specialist position beginning with
2016/2017 school year.



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

SUMMARY: An Instructional Specialist is an accomplished teacher who can work directly with students, and serve

in a leadership role with the purpose of supporting the growth of instructional and professional practice in other

teachers. This specialist position may work in five main ways:

- Develop and implement Spanish language instruction

- Facilitate effective and cohesive teacher teams within specific schools

- Provide focused classroom coaching work with individual teachers

- Facilitate planning and implementation of a school’s professional development work

- Serve in a variety of roles (to be determined) as a system leader, enabling strategic attention to curriculum,

assessment and teacher development needs, including identification, calibration, and development of

Spanish language materials

Through keen reflection on student data and student work, through discussion of cases of teaching practice, and

through coaching cycles with a targeted set of teachers within the context of classroom activity, specialists draw

out the strengths and potential of the teachers with whom they are working. An Instructional 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 system work on a variety of formative and summative assessments in literacy and language

development in data-driven planning for schools and teachers; this includes development of Spanish

language materials and assessments.

- Support schools in the design and implementation of language learning integrated into literacy instruction,

specifically around Dual Language programming, as well as other Spanish language programming.

- Provide guidance and support for schools in working with newcomer ELL students and meeting ELL

program requirements.

- Provide system level and school level support in the development of Dual Language programs.

- Provide system level and school level support for addressing literacy in content areas, specifically in Science

and Social Studies.

- Facilitate effective teacher teams as they implement instructional practices and programs.

- Provide focused professional development work with 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.

- Develop culturally responsive instructional practices and culturally relevant curriculum.

- Build leadership capacity of others through gradual transfer of responsibility to principals and teacher-


- Collaborate in the development and implementation of the School Improvement and Indistar Plans.

- 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 secondary level endorsement

Washington State Teaching Certificate with endorsements in Spanish or English/Language Arts

Three years successful teaching experience at the secondary level, with specific experience working with students

facing reading challenges from 7th through 10th grade.


ELL and Reading endorsements in addition to subject area endorsement listed above


A passion for and commitment to serving urban students across a diverse spectrum of backgrounds

Successful experience facilitating effective teacher teamwork dedicated to student progress

First Aid and CPR certificate within 90 days of hire

Valid Washington State driver’s license and proof of insurance


Criminal background clearance

Completion of an ELL Endorsement within 2 years of beginning the position

Pass ACTFL language proficiency test in the Spanish with advanced-low or higher score




Best practice and inquiry-based instruction in literacy, specifically for the balanced literacy approach and

workshop structures applied at the secondary level

The reading and writing process, including knowledge of the way key concepts and skills are developed across

grade levels

How to recognize and respond to student difficulties before they become significant challenges

Inquiry-based strategies in instruction, specific to the subject area for the role

Empathetic understanding of classroom challenges and the teacher change process

Best practices for inclusion of ELL and special needs students in classroom activities

School board policies and procedures


Effectively support the professional development of teachers at a range of levels

Form lasting, effective teacher and principal 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

Communicate effectively verbally and in writing in English and specified World Language

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 work direction to others

Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Literacy Director or Language Learning Director

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.



Format updated by Human Resources, 2016.07.20
Created by Literacy & Language Dept. and approved by Human Resources, 2014.04.24

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 Family

Engagement and Student Support, 206.631.3100; Section 504 of the Rehabilitation Act- Director of Health and

Social Services, 206.631.3011