Job Description

Job Number:2018-2787
Bilingual Teaching Fellow
ERAC-Teacher Development/Language Learning

FTE: 0.000
Hours Per Day: 6.50
Position Type: Regular

Start Time:
End Time:

Salary: $18.37 - $20.09

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: We have an exciting opportunity for a few amazing bilingual candidates who
are interested in becoming Elementary teachers, while getting paid as bilingual
paraeducators! This is a two-year, eight quarter commitment through WWU
and Highline Public Schools.

For more information:


Teamsters III - Paraeducator LEVEL: 14

: Non-exempt

: 180 HOLIDAYS: 11 or 12 depending on school start date

Under the guidance of a mentor teacher, the Bilingual Teaching Fellow provides individual and group instruction to ELL qualified students in their native language using standards and assessment to plan for instruction. The Bilingual Teaching Fellow must be enrolled and maintain enrollment in good standing in a university-based teacher preparation program. The fellow serves as a liaison between the school and students’ family and provides interpretation services for non-English speaking families and school staff; leads and develops family engagement activities for the bilingual community.

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.

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. * Provides individual and group academic tutoring support to ELL qualified students. * Under the guidance of a mentor teacher, instruct students in a variety of contexts, including large group following the recommended District Student Exit Outcomes at each level and subject area. * Integrate a variety of instructional strategies and curriculum content. * Prepare effective plans to meet objectives; motivate student by making lessons interesting and challenging. * Monitors student progress, including record keeping. * Assists students and teachers to promote academic achievement across a variety of settings and tasks. * Participates in instructional planning and professional development.

BILINGUAL TEACHING FELLOW * Encourage students to develop courtesy, self-control, respect, and responsibility. * Under the guidance of a mentor teacher, use standards and assessment to plan for instruction * Works with district staff to administer English language proficiency assessments. * Performs a wide variety of interpretation services. * Attends parent-teacher conferences, IEP conferences, and community meetings. * Serves as a liaison between the school, the student's family, and the community. * Makes appointments for parents. * Leads and coordinates family engagement programming for the bilingual community. * Collaborates with school and district staff to develop family engagement programming. * Collaborates and problem solves with staff working with the bilingual community. * Makes visits to student homes to discuss academic achievement, social service needs, and district policy and procedure. * Refers students and their families to community social service agencies. * Performs related duties as required. 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.


AA degree One year experience in utilization of interpretation skills TESTING REQUIREMENT: Score of "Intermediate-High" or higher on the Writing Proficiency Test in the target language, based on the ACTFL standards. Score of Advanced Mid or higher on the Oral Proficiency Interview in the target language, based on the ACTFL standards.

Background in second language acquisition Understanding of United States educational system

Criminal background clearance Maintain enrollment and good standing in university-based teacher preparation program

Principles and practices of English language development Standards-based instruction and familiarity with Washington State Essential Academic Learning Requirements Challenges and experiences of immigrant families Behavior management Federal regulations governing ELL Tutoring and academic instruction techniques Reading, math, writing and other academic subjects Community resources and referral agencies School board policies and procedures Highline Public Schools **P14BTF09 Bilingual Teaching Fellow Page 2 of 4


Perform simultaneous interpretation of verbal communications Communicate effectively verbally and in writing Operate a variety of modern office equipment including microcomputers and related software Work independently with minimal supervision Exercise good judgement and maintain confidentiality Maintain effective working relationships with individuals and groups in a multi-cultural and diverse community Contribute as a committed member to a learning team environment Collaborate with teachers to develop and deliver instruction Maintain records, prepare reports Make school, community and home visits Demonstrate a strong command of English Demonstrate a strong command of the non-English language required for specific position Comply with school board policies and follow administrative procedures

Building Principal or designee

This position will be evaluated by the Principal or designee based on performance of duties and responsibilities.

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. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to stand and walk. 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.

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 is required to use their personal vehicle and to occasionally work evenings and weekends. 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.

Updated to include EEOC statement, 2017.03.07 Updated minimum qualifications, 2016.02.08 and sent to union for comment. Per T. Greene, proceed with changes. 2016.02.29 Assigned pay level as approved by finance department and by Teamsters union, 2016.01.25 Created by Human Resources, 2016.01.21 Highline Public Schools **P14BTF09 Bilingual Teaching Fellow Page 3 of 4

BILINGUAL TEACHING FELLOW 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, Highline Public Schools **P14BTF09 Bilingual Teaching Fellow Page 4 of 4

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