Highline Public Schools

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Specialist-Secondary Math, District Based

at Highline Public Schools

Posted: 10/17/2017
Job Reference #: 2017-2546
Keywords: math, high school

Job Description


Job Number:2017-2546

Specialist-Secondary Math, District Based
Ed Resource & Admin Center (ERAC)

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

Start Time:
End Time:

Salary: $45,518.00 - $88,792.00

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 position will focus on middle school mathematics and CTE

JOB TITLE: SECONDARY MATH SPECIALIST - District Based

GROUP: HEA BASE CONTRACT DAYS PER FISCAL YEAR: 180

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

SUMMARY: The role of the specialist is to inspire and facilitate each teacher’s development by modeling, co-
teaching, planning collaboratively with groups of teachers and facilitating reflective conversations about teacher
practice and analyzing student work through supported team time at schools. The specialist will also work
closely with principals and central office staff to plan professional development, manage formative assessments,
and support the implementation of math frameworks and adopted math programs.

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.

* Provide focused professional development work with individual teachers on a regular basis using student
data and student work.

* Foster teacher growth through individualized, focused, one-on-one support.
* Facilitate effective and cohesive teacher teams as they implement instructional practices and programs.
* Build teacher mathematics 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 instruction and culturally relevant curriculum.
* Build leadership capacity of teachers at various schools.
* Facilitate teacher committees to design and revise math frameworks, common assessments and

formative assessments.

JOB DESCRIPTION: SECONDARY MATH SPECIALIST - District Based

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.

MINIMUM QUALIFICATION
EDUCATION AND EXPERIENCE:
Washington State Teaching Certificate with endorsement in mathematics
Master’s degree in mathematics, curriculum and instruction, leadership, or other area related to position
Five years’ experience as a high school mathematics teacher
Three years’ experience as a leader in mathematics teaching or curriculum at the district or school level

CONDITION OF EMPLOYMENT:
Criminal background clearance
Valid WA State driver’s license and proof of insurance

KNOWLEDGE OF:
Effective teaching and learning practices that support the new Washington State K-12 Mathematics Standards
Strong interpersonal skills
Effective practices for inclusion of all students in classroom activities
Classroom challenges and the teacher change process
Best practices for inclusion of ELL and special needs students in classroom activities
A well-rounded school program and strong mathematics content expertise
Serving urban secondary students
Facilitating effective teacher teamwork dedicated to student progress
School board policies and procedures

ABILITY TO:
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
Maintain effective working relationships with individuals and groups in a multicultural and diverse community
Organize work, problem solve and select action plans
Operate a variety of office equipment including microcomputers and related software
Communicate effectively both verbally and in writing
Facilitate groups and lead others in professional learning
Remain flexible to changes in assignments and situations
Work independently and grow quickly into an exciting and challenging role
Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Reports to Director of Secondary Success and College Readiness or designee

EVALUATION: The Secondary Math Specialist will be evaluated by the Director of Secondary Success and College
Readiness or designee based upon performance of duties and responsibilities as currently established in District
procedures and the Evaluative Criteria for Specialist.

JOB DESCRIPTION: SECONDARY MATH SPECIALIST - District Based

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.

CLASSIFICATION HISTORY
Updated format, 2017.08.07
Transferred to newest format by Human Resources, 2014.01.24
Updated by Human Resources 11/2010
Revised by Personnel, 9/20/95.

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, titleixofficer@highlineschools.org; Civil Rights
Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100,
civilrightscoordinator@highlineschools.org; Section 504 of the Rehabilitation Act- Director of Health and Social
Services, 206.631.3011, 504coordinator@highlineschools.org

\tCLASSIFICATION HISTORY

Application Instructions

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