Job Description

Job Number:2017-2719

Scnd Teacher-Dual Language Prog-General Pool
Various Locations

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

Start Time:
End Time:

Salary: $49,888.00 - $97,030.00

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: Come empower students to navigate the world in two languages! Are you a
certified teacher who is fully bilingual in English and Spanish &/Or Vietnamese?
Add'l $1000 stipend for our DL teachers! To learn more about our Dual
Language Program please visit:
** Note! This is a pool position for 2018/19 SY. Please also apply to the
General Teacher Application posting.



: 180

: Exempt

SUMMARY: Dual Language Immersion Teachers work in an exciting 50:50 dual language program model. This
program involves teachers that use the partner language (Spanish, Vietnamese, etc) and teachers that use
English. Teachers work with students that use both languages. At the elementary grade level, this is a two-
classroom program at each grade level with mixed World Language/English speakers in each class. The teacher for
this position will only use a specific World Language (i.e. - Spanish, Vietnamese, etc.) in the classroom.

At the secondary grade level, the teacher for this position will use a specific Partner Language (Spanish,
Vietnamese, etc) for at least one period a day. Like all teachers, the teacher in this position will help students
learn skills and develop attitudes and appreciations that will lead them toward the fulfillment of the District’s goals
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.

* Explore different learning styles and develop strong personal relationships with students.
* Work with a team to develop bilingual curriculum.
* Collaborate with dual language grade level partner and school dual language team.
* Provide guidance to paraeducator(s) with instructional objectives and goals.
* Maintain accurate files on each student enrolled with academic progress and objective.
* Assist in the supervision of students outside the classroom, as necessary. (i.e., hallways, contract classes,

bus duty, lunchroom, etc.)


* Work collaboratively and cooperatively with building subject area teachers to develop and align
curriculum, instruction, and interdisciplinary projects.

* Enlist the assistance of counselors, administration, and other support personnel where appropriate.
* Provide lesson plans for guest teacher.
* Establish clear parameters for student behavior in the classroom.
* Discipline student in a firm and controlled manner.
* Encourage students to develop courtesy, self-control, respect, and responsibility.
* Enforce rules throughout the school.
* Demonstrate continued professional development.
* Develops rapport with students as individuals in a professional manner.
* Participates in extra-curricular responsibilities.
* Evaluate individual student progress regularly and maintain records for report card and/or parent

* Organize the classroom setting to contribute to the learning process.
* Give explanations, reasonable and appropriate assignments, and directions clearly.
* Establish immediate and long-range objectives that are in accord with District and building curricula.
* Keep current on educational research, trends, and practices.

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.

A valid Washington State Teaching Certificate with appropriate grade/subject area endorsement(s)
Native or native-like proficiency in oral and academic World Language and English

Pass ACTFL language proficiency test in the specified World Language with advanced-low or higher score
Criminal background clearance

Spanish candidates - a score of Advanced High level on the ACCTL assessment is highly preferred
Bilingual and/or ESL endorsement
Two years teaching experience
One year experience teaching the specified World Language literacy, teaching in dual language
Professional development in GLAD, SIOP, and Dual Language Instruction

Standards based instruction aligned with Washington State Essential Learning Standards and English Language
Development Standards
Principles and practices of assigned program
School attendance records policy and practice
District policy and procedures
Teaching strategies for elementary bi-lingual school students
Curriculum implementation and modifications/adaptations
School board policies and procedures


Communicate effectively verbally and in writing in English and specified World Language
Maintain effective working relationships with other people
Operate a variety of modern office equipment including microcomputers and related software
Provide work direction to others
Work effectively with a wide variety of students in a culturally diverse setting
Connect with World Language speaking community
Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Building Administrator 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 is occasionally required to reach above and below their shoulders and bend/twist at the waist. 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.

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 by Human Resources, 2017.03.06
Updated by Human Resources, 2016.12.05
Transferred to newest format by Human Resources, 2014.02.10
Revised by Human Resources, 2013/01
Revised by Human Resources, 03/11
Updated by Human Resources, 04/2010
Revised by Human Resources, 11/2009


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

To apply, please click the link below. Another window will open and allow you to apply directly online.

Apply Online