7th Grade Social Studies Teacher ; Southeast Campus

Middle School Teacher

We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence. Creating inclusive excellence in public education.

Assignment: 7th Grade Social Studies 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 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 salaried, year-round employees. The formal work calendar includes 176 student contact days, along with professional development and parent conference days, for a total of 189 required workdays. In addition to these designated days, the work teachers do outside of the formal calendar such as planning, reflecting on practice, collaborating with colleagues, and pursuing professional growth is an essential and expected part of the role.

Teachers are required to be on campus and prepared for students by 7:30 a.m. and to remain on campus until 4:00 p.m. on all days school is in session. On Fridays with early student release, teachers stay until 4:30 p.m. to participate in professional development sessions, collaborative planning, or staff meetings.

A day in the life:

Our middle school teachers have one content prep, taught in 4 blocks each day with one period off for collaboration and planning. Additionally, our teachers teach a highly differentiated WIN block taught in smaller class sizes and a rotating elective block as a time to implement our social emotional curriculum in response to our grade level's needs.

Teachers can expect:

• collaborative colleagues and structures to support high capacity team planning for both content and grade level teams
• strong SEL and Academic MTSS systems for T2 and T3 supports
• applicable curriculum tools and benchmark assessments as well as a dedicated coach to support differentiation and supplementation

As part of their work expectations, all teachers are expected to attend after-school meetings and events, which may include staff meetings, professional development sessions, family engagement events, conferences, and other school-sponsored activities, when necessary. These after-school commitments are considered part of the regular responsibilities of the position and attendance is expected of all employees. Additionally, there are up to two weeks of required professional development each summer prior to the start of the school year.

These weeks are included in the total number of professional development days accounted for in the 185-day work year.

Competencies and Key Responsibilities

Positive Classroom Culture, Climate, and Management

• Establish a safe, inclusive, and academically focused classroom environment by building strong relationships, setting clear norms, and consistently modeling and enforcing Highline's academic and behavioral expectations.
• Implement proactive classroom management practices, including effective routines, rituals, and systems that support student engagement and belonging.
• Respond to student academic or behavioral needs with a student first mindset and collaborate with colleagues, intervention teams, and administrators to provide timely support.

High-Impact Instruction and Content Delivery

• Plan and deliver rigorous, engaging, and standards aligned instruction that meets the diverse needs of learners.
• Use high impact instructional strategies, clear learning objectives, and masterful content delivery to promote deep understanding.
• Monitor student learning continuously, adjust instruction based on evidence, and reflect on practice to improve student outcomes.
• Integrate writing instruction and standards into Social Studies content to promote critical thinking.

Knowledge of Students and Data-Driven Practice

• Demonstrate deep knowledge of students' strengths, needs, backgrounds, and learning styles.
• Use formative and…