WHO WE ARE

The mission of Hamlin Robinson School (HRS) is to ignite the academic and creative potential of students with dyslexia and other language-based learning differences. Since its founding in 1983, HRS stands as the only school in the state of Washington exclusively serving the unique academic and social/emotional needs of students with dyslexia. It is our vision for students who struggle in traditional settings to experience the classroom as a welcoming and safe place for learning.

OUR STORY

Hamlin Robinson School has been at the forefront of serving students with dyslexia and other language-based learning differences for 40 years. Our purpose is to fill an unaddressed gap in the K-12 education system failing to adequately address the learning needs of up to 20% of the student population – those with dyslexia and unexplained reading challenges.

Our program is in high demand because of our reputation and record of success with students who learn differently, and our specially trained faculty who teach students accordingly. HRS utilizes the most effective known method of whole-class literacy instruction, which is a comprehensive, multi-sensory approach adaptive to the full curriculum of the school. Most importantly, students learn in the way suiting their needs. For many, HRS is the first place they experience success, confidence, and a sense of belonging in school.

Hamlin Robinson School values diversity and welcomes the unique contributions of people from all backgrounds regardless of ethnicity/race, gender, socio-economic status, learning style, physical ability, religion, sexual orientation, and any other aspect of their identity. Please view our Equity Statement and full Non-Discrimination Policy on the HRS homepage.

WHO YOU ARE

• You are collaborative, resilient, flexible, diplomatic, confident, patient, and possess a sense of humor and professional presence.
• You have a bachelor’s degree or higher with a WA State certification.
• You are organized and motivated with excellent interpersonal skills.
• You are comfortable working with staff, faculty, students, and families.
• You have a knowledge of the processes for reading, writing and math.
• You have experience in curriculum development, collaborative planning, and team teaching.
• You have the desire and ability to work with students with learning differences and the sensitivity to meet their intellectual, physical, and emotional needs.
• You practice and model respect for individual differences, learning styles and rates of learning.
• You love to innovate, connect with community, and build relationships.
• You maintain confidentiality.

THE JOB

Position: Middle School Teacher

Department: Faculty

Reports to: Head of Middle School

Job Classification: Full time, 10-month exempt

RESPONSIBILITIES AND EXPECTATIONS

Planning, Preparation, and Reporting

• Develop and implement instructional programs for students in grades 6-8 that may include math, science, writing, reading, social studies, or other areas.
• Prepare and submit student progress reports in November, March, and June.
• Organize, schedule, and conduct parent-teacher-student conferences at least three times annually.
• Keep detailed records of student performance, including notes, anecdotal records, observations, work samples, and assessments.
• Facilitate extracurricular learning opportunities, such as overnight camps.

Instruction

• Employ explicit instruction methods that are structured, sequential, and progressively build from smaller units to broader learning objectives.
• Regularly incorporate structured literacy (Slingerland) principles in all subject lessons.
• Stay updated with the latest dyslexia-based research and educational best practices.
• Actively participate in professional development to remain informed about current educational research and practices.

Classroom Environment and School Life

• Foster student confidence and self-esteem in both academic and social-emotional development.
• Act as a student advisor, which includes leading lessons on social-emotional learning, executive functioning, and community building.
• Keep the classroom orderly, organized, and professionally presentable.
• Actively participate in school events and support school advancement/development initiatives.
• Attend weekly faculty meetings and participate in partner, team, or committee meetings as required.
• Contribute to the admissions process through classroom visits and student observations.

Professional Responsibilities

• Maintain consistent communication with families through conferences, calls, emails, and teacher webpages.
• Document professional correspondence, including reports, disciplinary actions, and student health issues.
• Participate in in-service days, seminars, and training sessions for continuous professional development.
• Engage in self-evaluation and strive for professional growth and goal attainment.
• Actively promote school enrollment and support the school's leadership and initiatives.
• Collaborate with colleagues for grade-level transitions and curriculum continuity.

COMPENSATION & BENEFITS

Salary: $58,216 -$94,563

Position Classification: Exempt

Benefits: 100% employee covered Medical, Dental and Vision. 403(b) (up to 7% employer match), Life Insurance, Pet Insurance, and Long-Term Disability. Earn up to 10 Sick/Personal days..

HOW TO APPLY

Please submit a Resume and complete this questionnaire

Resumes should be sent to:

Josh Phillips, Head of Middle School, He/Him

Email: jobs@hamlinrobinson.org with “Middle School Teacher” in the subject line.

Job Type: Full-time

Pay: $58,216.00 - $94,563.00 per year

Benefits:

• 401(k)
• Dental insurance
• Flexible spending account
• Health insurance
• Health savings account
• Life insurance
• Paid time off
• Professional development assistance
• Retirement plan
• Vision insurance

Grade levels:

• 6th grade
• 7th grade
• 8th grade
• Middle school

Schedule:

• Monday to Friday

School subjects:

• English
• History
• Math
• Reading
• Social Studies

School type:

• Private school

Application Question(s):

• Could you share any experiences you've had with dyslexia, either in educational settings or elsewhere? What insights or learnings did these experiences provide?
• A student in your class who is generally successful in meeting learning expectations expresses a desire for more challenge. How will you address this request?
• You receive this email from a parent/guardian of one of your students: "My child has been in your class for a semester, and I see absolutely no academic progress being made. This is unacceptable! I look forward to hearing from you today about how you are going to fix this.” Draft an email response to the student’s parent/guardian. Then, explain any next steps you might take.

Ability to Relocate:

• Seattle, WA 98144: Relocate before starting work (Required)

Work Location: In person