Gifted and Talented Teacher

Highline Academy•Denver, CO

2d•Onsite

About The Position

Highline Academy is seeking a dedicated Gifted and Talented Teacher to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence. This role reports directly to the campus principal and is crucial in bringing the school's mission to life for students. The ideal candidate will be caring about the whole child, an excellent lesson planner, strong in classroom management, and a collaborative team member and family partner. We value individuals with strong communication skills, a dedication to making a difference for each child, and a growth mindset. The position is a full-time, year-round salaried role with 176 student contact days and additional professional development and parent conference days, totaling a 189-day work year. Teachers are expected to be on campus from 7:30 am to 4:00 pm on school days, with an extended day until 4:30 pm on Fridays for professional development or planning. Two weeks of mandatory professional development occur each summer before the school year begins. Highline Academy is committed to inclusive excellence, serving a diverse student population from various countries and backgrounds. The school offers a liberal arts education, including Art, Music, Technology, and P.E., with high expectations for all learners. It provides specialized instruction through Performance Groups for core subjects and a robust intervention program. Highline Academy is a fully inclusive organization for students with special needs and implements a character education program called Reach, focusing on responsibility, empowerment, aspiration, citizenship, and honesty.

Requirements

Valid teaching credential as a GT teacher
Highly qualified per Every Student Succeeds Act (ESSA) specifications.
Strong communication and collaboration skills
Be able to walk quickly, bend, kneel, crouch, sit, stand, grab or hold with one or both hands.
To be able to lift up to 40lbs without difficulty
To maintain appropriate demeanor and professional classroom behavior when working with children and adults
The ability to sit for extended periods during group training

Nice To Haves

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

Responsibilities

Create a Positive Classroom Culture and Climate
Practice Effective Classroom Management
Plan and implement Masterful Content Delivery
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
Demonstrate Essential Knowledge of Students and Use of Data
Demonstrate Effective Collaboration and Engagement with students and colleagues
Demonstrate thoughtful reflection, learning, and development
Take responsibility for student learning by valuing diversity, needs, learning styles and through shared ownership.
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.
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 commit to providing a safe place for all to succeed.
Be direct, intentional, timely, and graceful in giving and receiving communication without judgment and for positive and proactive purposes.
Create an environment that empowers faculty, students and parent/guardians to be active participants in student success.
Create a focused and sustainable adult community by focusing on what is most essential to student success and staying focused on Highline’s goal.
Consistently model and enforce Highline’s academic and behavioral expectations.
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.
Provide engaging, motivating, and rigorous instruction in whole-class and individual settings.
Teach and reinforce school-wide systems, rules, consequences and rewards at all times.
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.
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.