Gifted and Talented Teacher 2026-2027 (Northeast Campus)

MISSION We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence.

VISION Creating inclusive excellence in public education.

Assignment: Gifted and Talented Teacher

Reporting directly to Highline’s campus principal, our teachers are the heart of our organization - the ones who make the mission come alive for our students. We expect our teachers to be caring about the whole child, great lesson planners, strong and nurturing at classroom management and excellent collaborators with teammates and families. We look for people with good communication skills, dedication to do everything it takes to make a difference for each child, and a growth mindset.

Position Schedule: Teachers are paid year round on a salary. Their student contact days (176) and their professional development days and parent conference days adds up to a 189 day work year. However, the work teachers do outside those days planning, reflecting and pursuing professional growth is also an important part of being an excellent teacher. Teachers are expected to be on campus ready for students by 7:30 am and to stay until 4:00 each day school is in session, including Fridays when we have early release days for students followed by teacher P.D. or planning meetings until 4:30. There are two weeks of professional development every summer before school begins which is part of the accounted professional development days. This is a full time position M-F. 

REPORTS TO: Campus Principal

DEPARTMENT: School Faculty

HIGHLINE OVERVIEW: Highline Academy is a community of diverse youth and adults striving together for academic, civic, and personal excellence. Founded in 2004, Highline is committed to inclusive excellence. In 2013, we launched our second school in Green Valley Ranch. Our students come from fifty countries, speak 26 different languages, represent a full range of socio-economic backgrounds, and previous educational experiences. Our diverse and integrated community has already begun to achieve excellence. Highline students have consistently out-performed district and state averages. Strong faculty and student retention rates are emblematic of the school’s positive culture and strong community. 

Highline has a commitment to a liberal arts education which includes Art, Music, Technology and P.E. instruction for our students. We have high expectations for all of our learners, with an understanding that some learners need more or different instruction. We have Performance Group teachers at each grade level which enable us to give smaller group instruction for the core content areas of math and language arts. Additionally, we have a robust intervention program with additional supports available as students show they need them. We are a fully inclusive organization for students with special needs, who are integrated into the general education classrooms.  We have a character education program designed by Highline called Reach. This teaches, practices, and celebrates the Reach values of responsibility, empowerment, aspiration, citizenship and honesty. All our students are taught to Reach Out to support and care about their classmates and community, Reach In to learn about themselves and reflect about their learning and Reach Up to their very best academic achievement. We are a students’ first, growth mindset organization and we expect all of our employees to model these values. All Highline employees are expected to read and follow all policies as written in the employee handbook and to review it annually for updates.

Major Responsibilities: All Highline teachers must show clear competency and reliable practice of the following indicators:

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        Create a Positive Classroom Culture and Climate


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        Practice Effective Classroom Management


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        Plan and implement Masterful Content Delivery


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        Practice High-Impact Instructional Moves


•      Manage the school's designation and programming for qualifying gifted students


•      Create and implement ALPs in collaboration with classroom teachers and families


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        Demonstrate Essential Knowledge of Students and Use of Data


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        Demonstrate Effective Collaboration and Engagement with students and colleagues


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        Demonstrate thoughtful reflection, learning, and development

All Highline teachers are also expected to demonstrate the Highline Internal Commitments for Professional Practice.

• We will take responsibility for student learning by valuing diversity, needs, learning styles and through shared ownership. 


• We will commit to being clear and purposeful in our objectives and instruction while continuing to reflect and revise learning strategies by frequently monitoring student assessment data and ensuring that it is used as a tool for learning. 


• We accept and embrace diversity within our community of faculty, students, and parent/guardians by valuing each other for who and where we all are in life as learners and as people, and we commit to providing a safe place for all to succeed. 


• We will be direct, intentional, timely, and graceful in giving and receiving communication without judgment and for positive and proactive purposes. 


• We will create an environment that empowers faculty, students and parent/guardians to be active participants in student success. 


• We will create a focused and sustainable adult community by focusing on what is most essential to student success and staying focused on Highline’s goal.


• We will consistently model and enforce Highline’s academic and behavioral expectations. 

Gifted and Talented Coordinator Responsibilities: 

The Gifted and Talented Coordinator oversees and implements a comprehensive program for all grades in the school that reflects the students’ and broader communities’ needs in identifying and serving talent across the domains of GT education and reinforces Highline Academy’s school culture. This role includes the opportunity to: 

• Serve in the leadership team


• Provide a culturally responsive, student-centered classroom environment


• Partner with district level GT department coordinators


• Attend district trainings and participate in district professional learning


• Deliver PD when appropriate to build capacity in staff members


• Serve as GT SAL


• Schedule and deliver the Universal NNAT3 screenings and CogAt assessments as needed


• Identify the needs of talented students and then meet these needs by presenting them with advanced curriculum, challenging instruction, enrichment units, and opportunities for growth


• Develop program objectives that comply with district rules, develop lesson plans, implement objectives with activities, monitor student progress through the program


• Prepare, implement, and evaluate an advanced learning plan for each student based on individually assessed needs in accordance with district procedures


• Provide appropriate schedules for GT students


• Seek a variety of services through community resources and agencies to meet the needs of GT students


• Develop and monitor the modified strategies for the students in coordination with other teachers as appropriate


• Participate and coordinate evaluation teams for gifted students as appropriate


• Provide specialized instruction to individual and small groups of gifted students when necessary to support learning in content areas


• Assist in the selection of books, equipment and other instructional material


• Maintain professional competence by completing professional development and continuing education courses that will stimulate growth.


• Encourage parent/guardian involvement in student learning through open houses, volunteering, parent/teacher conferences, etc. 


• Develop and promote good community relations among stakeholders.

The members of our school community embody the core mission and vision of Highline Academy, collaborating with their department peers, homeroom teachers and the school’s families to provide a rigorous and yet supportive education for every student in the school.  Specials teachers provide engaging, motivating, and rigorous instruction in whole-class and individual settings. They teach and reinforce school-wide systems, rules, consequences and rewards at all times. 

The Gifted and Talented Coordinator is expected to attend all professional development as assigned by their principal, lead professional development to improve services and compliance for the GT program, and participate with respect and attention. They are expected to participate as a member of at least one network, school, board or parent group committee to support the ongoing work of improving our school and supporting school culture.

Qualifications:
 

Required:

• Valid teaching credential as a GT teacher


• Highly qualified per Every Student Succeeds Act (ESSA) specifications.


• Strong communication and collaboration skills

Preferred:

• Teaching experience in a Title I school


• GT teaching experience


• Knowledge of Kagan or sheltering/cooperative strategies, differentiation strategies and ability to provide instruction for range of abilities 


• Knowledge of content/curriculum knowledge 


• Familiar with grade level expectations/standards  and age-level developmental capabilities 


• Culturally Responsive Teaching skills

Minimum Physical Requirements

• 
        Be able to walk quickly, bend, kneel, crouch, sit, stand, grab or hold with one or both hands.


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        To be able to lift up to 40lbs without difficulty


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        To maintain appropriate demeanor and professional classroom behavior when working with children and adults


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        The ability to sit for extended periods during group training

Salary Scale: Highline aligns pay to our salary scale in order to increase pay equity and pay transparency.  You can find our salary scale on the attached link or on our website at highlineacademy.org.  We welcome any questions about your placement on our scale during the interview process.

Highline Academy does not discriminate in admission to, access to, treatment in, or employment in its services, programs and activities, on the basis of race, color, national origin, sex, disability, age, ethnicity, sexual orientation, gender identity, religious practice, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement in accordance with all federal, state and local laws.