Job Description

Job Number:2017-2601

Secondary Teacher-Visual and Performing Arts
New Start High School

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

Start Time:
End Time:

Salary: $46,564.00 - $90,766.00

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:



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

SUMMARY: Highline Learning Centers are seeking a full-time staff member who can facilitate student learning
and development in the areas of both visual and performing arts. This non-traditional teacher will help students
in alternative programs learn skills and develop attitudes and appreciations that will lead them toward the fulfillment
of the District’s goals of education. This position is grant funded and the expectation is for the Visual and Performing
Arts teacher to collaborate with the Learning Center team to meet specified grant outcomes.

CONTEXT AND MISSION: Highline Public Schools serves approximately 20,000 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.

* Perform such classroom teaching and other duties related to the school program as may be assigned
from time to time by the Principal or designee.

* Teach and follow the recommended District Student Exit Outcomes at each level and subject area.
* Keep current on educational research, trends, and practices.
* Integrate a variety of instructional strategies and curriculum content.
* Establish immediate and long-range objectives that are in accord with District and building curricula.
* Prepare effective plans to meet objectives; motivate student by making lessons interesting and

* Give explanations, reasonable and appropriate assignments, and directions clearly.
* Organize the classroom setting to contribute to the learning process.
* Evaluate individual student progress regularly and maintain records for report card and/or parent



* 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.

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.

Current Washington State teaching certificate with secondary level Visual Arts endorsement and/or General Music

Master’s degree in education.
Both Music and Visual Arts endorsements.
Strong musical background and ability to teach guitar and/or piano.
Visual Arts background in variety of mediums including drawing, painting, printmaking, pottery, and sculpture.
One year of experience providing art therapy.
Desire to work outside of a traditional classroom setting.
Desire to tailor project based learning to individual student learning plans.
Ability to develop community relationships to support student learning and engagement.
Training and experience in motivating students of all abilities.
Ability to organize ideas, time, and materials to accomplish goals.
Experience in the use of digital technology in the classroom or a strong desire to learn.
Evidence of dedication to professional growth opportunities.
Interest in supervising and/or collaborating on activities appropriate for middle or high school students.

Criminal background clearance.

The elements of visual and performing arts and the principles of design to improve student learning.
National and Washington State Visual Arts & Music Standards and Classroom-Based Performance Assessments.
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 Requirements.
School board policies and procedures.

Communicate effectively verbally and in writing.
Work collaboratively and plan with other staff members.
Demonstrate enthusiasm, flexibility and commitment to help students reach high learning standards.
Use a variety of instructional strategies and methods appropriate for student learning needs.
Work as a team member (leading and following) in a variety of settings.
Use or learn to use digital technology in the classroom.
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 instructional leadership.
Organize ideas, time, and materials to accomplish goals.
Work independently with minimal supervision.
Exercise good judgment and maintain confidentiality.
Adapt instructional materials and strategies to accommodate the wide range of skills that exist in a classroom.
Apply current trends and practices in education.
Be fair and consistent with all students.
Provide guidance and assistance to students.
Meet responsibilities in a punctual and reliable manner; maintain regular attendance.
Comply with school board policies and follow administrative procedures.

REPORTING RELATIONSHIP: Building Administrator or designee

EVALUATION: The principal or designee will evaluate the teacher based on performance of duties and

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 to loud. The employee must
deal with angry or upset students, parents and community members.


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 the Human Resources Department 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,


Application Instructions

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