ALE Teacher - Ignite Family Academy; Internal

Position: 2026-27 - 1.0 K-8 ALE Teacher - Ignite Family Academy (Internal Applicants Only)
2026-27 school year

IGNITE FAMILY ACADEMY - ALTERNATIVE LEARNING EXPERIENCE (ALE)

STANDARD POSITION DESCRIPTION

Classification:
Certificated

Location:

Assigned School(s)

Reports to:

Principal or Principal Designee Bargaining Unit: NTEA

FLSA Status:
Exempt

This is a standard position description to be used for certificated teaching positions with similar duties, responsibilities, classification, and compensation. Teachers assigned to the position description may or may not be assigned all the duties identified herein.

This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.

Part I:

Position Summary:

The teacher is primarily responsible for effective teaching and learning of the assigned subject(s) following district approved curriculum, instruction, and assessment practices. Primary responsibility shall include student safety, effective collaboration, and attention to each student's readiness to learn including needed guidance, discipline, and welfare. Employee may teach in a variety of elementary and/or secondary educational, individual or team teaching, settings.

The District represents a diverse community. Approximately 55% of our students arrive with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the District's diverse populations.

Teaching in a family partnership program requires a strong educational background and a firm understanding of how best practices from a general education classroom can be applied to our innovative model. Though we are focused on academics, all teachers must be comfortable partnering with families to design written student learning plans for individual students.

Part II:
Supervision and Controls over the Work:

The teacher works with a high level of independence and professional discretion under the general supervision of a designated school administrator. The employee's work is governed, controlled, and evaluated by acceptable professional practice, school and district policies and regulations, provisions of Washington Administrative Code and Revised Code of Washington, direction of the supervisor, and performance standards and expectations as set forth in the collective bargaining agreement.

Part Ill:
Major Duties and Responsibilities listed may include, but are not limited to the following:

* The teacher plans for student success based on assessed needs of individual students and the use of data and information to determine each student's current knowledge and skill level, set student learning goals, and assess student progress. The assessment of student needs includes the use of district approved assessment tools and strategies in addition to the teachers own professional practice.

As part of the planning process for inclusion students with special needs, the teacher may assist in identifying and complies with teaching and learning and student accommodation requirements under Individual Education Plans (IEP) and 504 accommodation requirements.

* The teacher works collaboratively in a professional learning community with other teachers, support staff, and others as appropriate, in addressing the needs of students, developing effective teaching and assessment practices, and implementing these best practices. The teacher incorporates evidenced based practices and develops effective instructional tools and strategies to supplement and enhance student learning during on-site courses and off-site, at-home education determined by the written student learning plan.

* The teacher will develop and maintain Written Student Learning Plans (WSLPs) for all students; record students contacts; review?overall student progress and conduct monthly progress conferences with families as learning coaches to assess each student's learning, progress, learning style, and any other relevant academic, social, or developmental issues; and provide required interventions per ALE compliance requirements.

* The teacher will regularly conduct planning for lessons using commonly accepted professional practice (content, goals, assessment, re-teaching, etc.) and consistent with school/district approved curriculum and instructional practice. The teacher uses research-based instructional strategies in planning lessons to make the teaching and learning more relevant to students (e.g., contextual learning opportunities).

* The teacher maintains and provides reasonable and meaningful student grading and evaluation consistent with school and district policy and regularly and effectively communicates such information to students and families. Reporting may include regular posting to and maintenance of electronic grade systems with parent and student access.

* The teacher integrates district…