MLE Teacher 2026-2027 (Northeast Campus)

Highline Academy•Denver, CO

13d•$60,000 - $85,000

About The Position

Highline Academy Teacher - Northeast Campus Job Description 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: Multilingual Education (MLE) 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 paid year round on a salary. Their student contact days (177) and their professional development days and parent conference days adds up to a 195 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, and to 4:30 on Fridays when we have early release days for students followed by teacher P.D. or planning meetings. There are two weeks of professional development every summer before school begins which is part of the accounted professional development days. 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, Spanish 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.

Requirements

Valid teaching credential appropriate to their teaching assignment
Teaching experience appropriate to the assignment
Demonstrated commitment to and understanding of the Highline mission
All teachers will be hired based on being highly qualified per No Child Left Behind (NCLB) 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

Responsibilities

Create a Positive Classroom Culture and Climate
Practice Effective Classroom Management
Plan and implement Masterful Content Delivery
Practice High-Impact Instructional Moves
Demonstrate Essential Knowledge of Students and Use of Data
Demonstrate Effective Collaboration and Engagement with students and colleagues
Demonstrate thoughtful reflection, learning and development
MLE teachers collaborate with their grade level peers to provide a rigorous and yet supportive curriculum for every student in that qualifies for MLE supports.
Teachers are expected to use data to monitor student learning, make decisions about grouping, and to determine next steps in lesson planning.
Teachers will also be expected to meet in data teams and reflect upon student progress and support other teachers in interpreting their data.
MLE teachers are expected to meet at least weekly with their team to co-plan their lessons and units and may also be expected to meet with special education or interventionist teachers to further support all students.
MLE teachers are responsible for teaching the classes, groups, or programs as assigned.
Teachers are encouraged to help each other with lesson and unit planning and may divide that work up as they see fit as a team.
Content teachers are expected to enter attendance each day into IC and to enter grades into the school learning management system based on standards aligned assessments.
If a teacher has a Teaching Assistant, they are expected to provide the Teaching Assistant with appropriate assignments for students and tasks in the classroom and also guidance for how to work well with all students in their classroom.
MLE teachers set the tone with their students each day and set up the community expectations for their students.
MLE teachers are expected to build positive relationships with their students and also hold them to high expectations.
MLE teachers should manage their classes with positive proactive systems and strong rituals and routines.
They are also expected to seek out more information and support from other staff members (the SIT team, admin, other grade level teachers etc.) if a student is not doing well either behaviorally or academically.
MLE teachers serve as a point of contact for student-family communication.
MLE teachers are expected to set up a website and/or send home a regular newsletter about the work of the class, help create community by engaging their parents through inviting them to participate as volunteers or in class events (such as a potluck or an author celebration) and to build relationships with families through phone calls and both formal and informal meetings.
MLE teachers should work to ensure all families attend the student conferences held twice a year.
Teachers are expected to show up for at least three evening or weekend events such as the music performances for their grade level, the Cultural Fair and the Fall festival.
MLE teachers are expected to help plan and lead at least one event for families during the year such as a parent education meeting or a student demonstration of learning.
MLE teachers are expected to attend all professional development as assigned by their principal 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.