Transition School English Instructor and Educational Specialist

Job Description

Undergraduate Academic Affairs (UAA) shapes, advances and stewards a world-class undergraduate academic experience for students at the University of Washington. Staff, faculty and students in UAA deepen and enrich the learning experience for all undergraduates, recognizing and supporting the unique learning path of each individual student and the commitment of each academic program to excellence in learning and teaching.

Within UAA, the Halbert and Nancy Robinson Center for Young Scholars (RC) at the University of Washington is nationally recognized for creating programs that support highly capable young students in both pre-college and college settings. Through access to early entrance programming, the RC prepares younger students for college, providing them with challenging and accelerated learning opportunities in a vibrant, intellectual community setting.

The RC has an outstanding opportunity for a dynamic, student-centered educator to join our team as a Transition School (TS) English Instructor. We seek an individual with a passion for teaching, a commitment to equity in highly capable education, and a deep understanding of the developmental needs of early college entrants.

The TS Instructor will play a critical role in guiding and supporting students as they develop the academic skills, intellectual curiosity, and scholarly confidence needed to thrive at the University of Washington. This position involves designing and delivering rigorous, college-preparatory coursework while fostering an inclusive, supportive learning environment tailored to the unique needs of advanced learners.

Key responsibilities include developing and teaching courses that emphasize critical thinking, academic writing, and quantitative reasoning; collaborating with colleagues to create interdisciplinary learning experiences; and assessing student progress toward matriculation to the university with a focus on academic readiness.

The instructor will actively support student advising by providing academic coaching, mentorship, and guidance as students navigate the transition into college life. They will also collaborate closely with Transition School staff, including fellow instructors and the Head of School, to support student development and make informed recommendations regarding advancement to the Early Entrance Program (EEP).

This is a 12-month, full-time position, with responsibilities that continue year-round–even when classes are not in session. Direct teaching and academic coaching occur during the academic calendar, which runs from mid-August through mid-June. Outside of the teaching calendar, instructors remain engaged in course design, curriculum planning, professional development, and collaboration with Transition School staff. TS staff work according to the university’s operating schedule, including during school breaks and summer months. The student-to-teacher ratio is 20:1, with classes held four days per week.

DUTIES & RESPONSIBILITIES

Reporting to the Head of School, the English Instructor will have the following responsibilities:

Teaching & Learning: Planning, Instruction & Assessment:

• Design course outcomes appropriate to TS program’s purpose in providing academically accelerated, college preparatory learning experiences for students during TS Launch, Fall, Winter, and Spring quarters in consultation with the Head of School.
• Prepare course materials, lectures, presentations, and materials in alignment with course and program outcomes.
• Design curriculum that is inclusive and culturally responsive, working with the other TS Instructors and the Head of School to incorporate classroom strategies, supports, and practices that make advanced learning accessible to all TS students.
• Provide instruction to 20 students using a variety of instructional methodologies appropriate to the students’ age and in consideration of the academic ability of the students, collectively and individually.
• Assess all assignments in a timely manner; provide regular and specific written and oral feedback on student work and on the mid-term progress reports.
• Complete twice-quarterly Progress Report assessment of student learning in alignment with course and program outcomes.
• Maintain a minimum of 5 hours of office hours each week to meet with students outside of class for the purpose of deepening or clarifying instruction and application of course learning.
• Collect and review relevant quarterly data; make adjustments to instruction, assessment, and/or classroom supports as necessary to support student learning, collectively and individually.
• Complete all required training from the UW and Robinson Center.
• Save all course related content and teaching materials on the shared google drive and course canvas.

Academic Coaching and Direct Student Support:

• Facilitate weekly individual and group academic coaching meetings with assigned students during each quarter.
• Contribute on-going monitoring and analysis of student progress during weekly TS Staff meetings.
• Provide individualized support as needed for students receiving Structured Support Plans.
• When needed, develop a Structured Support Plan (SSP) to provide focused goals and action steps to assist students in regaining the ability to make acceptable progress towards college level readiness.
• Participate in Fall Student/Parent Conferences with availability to meet with students/families as needed throughout the year to discuss student progress.
• Attend student and family community events (e.g., Family BBQ, Curriculum Night, End of Year Celebration/Graduation which may occur on limited evenings and/or weekend days.

Program Support, Administrative & Professional Development:

• Attend weekly TS Staff meetings and monthly RC staff meetings.
• Demonstrate supportive relationships and open communication skills with students parents/guardians, and TS and RC staff conducive to a positive and productive learning environment.
• Contribute to the TS Team and RC program to design and implement unit-wide goals for increasing diversity and inclusion.
• If needed, assign duties, supervise, and provide guided opportunities to advance appropriate teaching experiences of one classroom student teaching assistant.
• Participate in a positive school climate by supporting program-wide instruction and reinforcement of expected behaviors.
• Use technology effectively for data collection/analysis, communication, presentations, trainings, workload management, and team meetings.
• Maintain accurate student records; submit required student and employee-related documentation in a timely manner; comply with records retention policies and schedules.
• Pursue training to increase professional competencies in instructional methodologies and student support innovations related to subject matter discipline.
• Contribute to recommendations regarding student advancement to the Early Entrance Program.
• Participate in special projects as assigned and perform related duties and key responsibilities consistent with the scope and intent of the position.

Contribution to the RC:

• Participates in RC special projects as assigned and perform related duties and key responsibilities consistent with the scope and intent of the position.
• Actively collaborate with other RC programs to advance the goals of the Center.
• Serves on UAA, RC, and campus committees as needed.

POSITION REQUIREMENTS

This position will demonstrate and integrate the following UAA Competencies:

• Constituent Focus
• Collaboration and Teamwork
• Accountability and Integrity
• Race, Equity, and Difference

Additional Competencies:

• Instructional Effectiveness
• Professionalism

Conditions of Employment:

• Successful completion of UW Sexual Misconduct Disclosure.
• This is a 12-month, full-time position, with responsibilities that continue year-round–even when classes are not in session. TS staff work according to the university’s operating schedule, including during school breaks and summer months.
• The position is hybrid, with one remote day each week and additional remote work when the program is operating remotely.

MINIMUM REQUIREMENTS

Master’s degree in English or Humanities area. Minimum of three years of direct instruction experience working with or supporting K-12 students and learning, or equivalent experience.

Equivalent education/experience will substitute for all minimum qualifications except when there are legal requirements, such as a license/certification/registration.

Additional Requirements:

• Able to attend all class sessions and regularly scheduled student and team meetings.
• Schedule flexibility to accommodate student support meetings as needed.
• Completion of required training(s) related to working with minors as provided by the Office of the Youth Protection Coordinator.

DESIRED REQUIREMENTS

• Ph.D. degree in English, Humanities area, or Education with concentration in English.
• Washington State teaching certification.
• Experience teaching students aged 13-15 in academic settings.
• Experience with highly capable, advanced or accelerated students or programs.
• Experience working with diverse populations and teaching/supporting underrepresented students.
• Experience teaching at college/university level.

Application Requirement:

This recruitment requires a cover letter. Your application will not be considered unless you attach a cover letter.

Please provide a cover letter that includes a statement of educational philosophy.

Compensation, Benefits and Position Details

Pay Range Minimum:

Pay Range Maximum:

Other Compensation:

Benefits:

Shift:

Temporary or Regular?

FTE (Full-Time Equivalent):

Union/Bargaining Unit:

About the UW

Working at the University of Washington provides a unique opportunity to change lives – on our campuses, in our state and around the world.

UW employees bring their boundless energy, creative problem-solving skills and dedication to building stronger minds and a healthier world. In return, they enjoy outstanding benefits, opportunities for professional growth and the chance to work in an environment known for its diversity, intellectual excitement, artistic pursuits and natural beauty.

Our Commitment

The University of Washington is committed to fostering an inclusive, respectful and welcoming community for all. As an equal opportunity employer, the University considers applicants for employment without regard to race, color, creed, religion, national origin, citizenship, sex, pregnancy, age, marital status, sexual orientation, gender identity or expression, genetic information, disability, or veteran status consistent with UW Executive Order No. 81 .

To request disability accommodation in the application process, contact the Disability Services Office at 206-543-6450 or dso@uw.edu .

Applicants considered for this position will be required to disclose if they are the subject of any substantiated findings or current investigations related to sexual misconduct at their current employment and past employment. Disclosure is required under Washington state law .