Job Description

Job Number:2018-4496
Specialist-School Based
Highline High School
Hours Per Day:
Position Type: Continuing
Start Time:
End Time:
Salary: $49,888.00 - $97,030.00
Open Until Filled - To be considered for this position, please submit a
Closing Date:
completed online application and upload required documents on or before
this date.
Additional Information: School Based Specialist - Language & Literacy
Check for additional Information


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

The School-based Specialist is an accomplished teacher who serves in a school leadership role outside the classroom with the purpose of supporting the growth of instructional and professional practice in other staff and/or facilitating the implementation of a building program. A School-based Specialist may work in four main ways: * Facilitate effective and cohesive instructional/professional teams within the school building * Provide focused classroom coaching work with individual staff * Facilitate planning and implementation of the school building’s professional development work * Serve in a variety of roles (to be determined) as a system leader, enabling strategic attention to curriculum/program, assessment and staff development needs

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. In 2013, parents, students, community members, and staff at all levels of the district came together to develop a four-year strategic plan that reflects our goals and dreams for our students. We began a process to update the plan in Spring 2017, after reaching the target date set for most goals in the 2013-2017 strategic plan. The new plan will guide our work through 2023. The plan’s promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for the future they choose. The strategic plan is centered on Our Promise. It includes five big goals for Highline students, supported by Our Foundation. * Equity. We will disrupt institutional biases and end inequitable practices so all students have an equal chance at success. * Instruction. We will reduce achievement and opportunity gaps by using culturally responsive, inclusive, standards-based instruction. * Relationships. We will know our students by name, strength and need and have open, two-way communication with students, families and community partners. * Support. We will increase student success by supporting their social-emotional and academic needs.

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 leadership for staff by planning, collaborating, organizing and mentoring * Provide focused professional development work with individual staff on a regular basis using student data and student work. * Facilitate effective and cohesive staff teams as they implement instructional practices and programs. * Lead teachers in the use of formative and summative data about learning to adjust instruction. * Oversee data collection and progress monitoring to help teachers and instructional staff develop research-based instructional practices * Develop culturally responsive instruction and culturally relevant curriculum. * Build staff content understanding and use of effective instructional practices.

SCHOOL-BASED SPECIALIST * Collaborate in the development and implementation of the School Annual Action Plan. * Support the design and implementation of school based programs. * Facilitate the operations of an identified school program including recommend, manage, and/or oversee the deployment and effectiveness of resources. 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.


WA State Teaching Certificate with endorsements appropriate to subject area and grade level of assignment Three years successful teaching experience

One year successful experience as a specialist or similar role

Criminal background clearance Washington State Driver’s license and proof of insurance

Effective classroom assessment practices Expertise of position area of focus in content and pedagogy Positive behavior intervention strategies School board policies and procedures

Communicate effectively and clearly both verbally and in writing at all levels Establish and maintain effective working relationships with staff, students and general public Demonstrate understanding of and experience with cultural competence Remain flexible to changes in assignments or situations Organize activities, set priorities, and follow instructions Work cooperatively with staff, students and parents in a school environment Make sound decisions and resolve staff conflicts tactfully and diplomatically Attend to detail and follow tasks through to completion Work independently and with minimal supervision Maintain strict confidentiality Apply a variety of instructional theories and models Be trained in district adopted materials Present demonstration lessons to classes and staff Work collaboratively to improve instruction Demonstrate exemplary classroom mathematics practice Observe and coach classroom teachers Plan and conduct local mathematics professional development Collect, analyze and report school data to administrators and other as needed or requested Operate a computer and the ability to learn and use various software programs Comply with school board policies and follow administrative procedures

Building Administrator or designee Highline Public Schools School-based Specialist Page 2 of 3


The Building Specialist 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 must deal with angry and upset students, parents, and community members. The employee must adjust to frequent interruptions in their work schedule. 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.

Consolidated descriptions and updated Context and Mission by Human Resources, 2018.04.19 Transferred to newest format by Human Resources, 2014.01.09 Created by Human Resources, 07/11 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 School-based Specialist Page 3 of 3

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