WHS Spanish - Long Term Substitute (Oct. 2026 - June 2027)

 WHITEFISH SCHOOL DISTRICT

POSITION DESCRIPTION

AREA: High School Foreign Language Teacher (Spanish)

LOCATION: Whitefish High School

REPORTS TO: Building Principal

Whitefish School District seeks a High School Foreign Language Teacher (Spanish) to join one of the leading school districts in the state of Montana.  With the support of our community, Whitefish School District creates an educational environment where each student can reach their academic potential, prepare for career opportunities, and become engaged citizens.

The Whitefish School District seeks educators with a track-record of raising student achievement to join the team of educators already dedicated to providing a deeper learning instructional program to all students. At Whitefish Public Schools, educators are leaders who play an integral role in ensuring student success through the support of our school culture, the development and instruction of a rigorous curriculum, and the use of data to drive daily practice.  All duties are to be undertaken in alignment with the District’s Strategic Plan, putting the safety, health, and well-being of students at the forefront of all actions and decisions. 

POSITION SUMMARY

Whitefish School District seeks a High School Foreign Language Teacher to join a team dedicated to providing a deeper learning instructional program. Educators in our district are leaders who play an integral role in ensuring student success through the support of school culture, the development and instruction of a rigorous curriculum, and the use of data to drive daily practice. The primary goal is to enable students to reach their potential for intellectual, emotional, psychological, and physical growth.  

QUALIFICATIONS

Minimum Qualifications:

• Valid Montana teaching license with Spanish K-12 endorsement. 

Preferred Qualifications:

• Ability to teach all high school Spanish levels, including AP.
• Proficiency with foreign language classroom technology and resources.
• Willingness to lead extracurricular or co-curricular student activities.
• Commitment to 21st-century skills like collaboration and critical thinking.
• Strong written and oral communication skills for diverse audiences.
• Ability to manage stress, time, and professional responsibilities effectively.
• Commitment to maintaining student and employment confidentiality.

 RESPONSIBILITIES (including but not limited to):

The teacher is responsible for planning and developing a course of study that aligns with District guidelines and Montana state standards.  Participates in faculty meetings, educational conferences, professional training seminars, and workshops.  Complies with Board policies, rules, regulations, and directives.

Instructional Philosophy and Curriculum Delivery

The core of this position is to empower students with communicative proficiency in the Target Language (TL) and foster Intercultural Communicative Competence (ICC).

• Develops students' communicative skills in the three modes: Interpersonal, Interpretive, and Presentational, using the Target Language as the primary means of instruction (comprehensible input).
• Immerses students in the target cultures and foster an appreciation for diverse global perspectives.  
• Encourages students to listen actively, speak often, and take linguistic risks while acquiring the language. Uses community building activities, scaffolded tasks, guided readings, and storytelling.
• Integrates technology and authentic resources to enhance student engagement and practice.  Uses lectures, projects, exhibits, field trips, audio-visual and library resources.
• Plans and develops a course of study according to curriculum guidelines of District and state requirements, aligning instruction with ACTFL proficiency standards.  Prepares homework, assignments and tests for in-school preparation.

Essential Operational Functions

• Differentiated Instruction: Actual curriculum must often be tailored for three or more levels of academic ability and previous achievement within the same course.
• Assessment & Monitoring: Beyond grading, teachers must monitor and correct student performance, conduct standardized testing in accordance with District policies, and maintain accurate, complete records as required by law and board policy.
• Supervision: Responsibilities extend beyond the classroom to include monitoring halls, study periods, and the lunchroom.

Student Support and Safety

• Behavioral Management: Teachers have the authority to maintain order and, in conjunction with administration, administer discipline. This may include prescribing extra assignments or detention for misconduct.
• Intervention and Counseling: The teacher acts as a first responder for student issues, counseling those with academic or behavioral difficulties and consulting with specialists regarding potential learning disabilities or substance abuse.  Tracks social acclimation and conducts parent-teacher conferences.  Coordinates decisions with parents concerning specialized intervention. Works with a guidance counselor in helping students select courses of study or college.
• Mandatory Reporting: Legally required to report cases of suspected child abuse and maintain strict confidentiality regarding student and employment matters.

EQUIPMENT USED:

• A variety of electronic and technology devices, copier, telephone/voice mail, fax.

WORK ENVIRONMENT:

While performing the duties of this job, the employee regularly works inside and outside. The employee must be able to meet deadlines with severe time constraints. The employee frequently will work irregular or extended work hours while performing the duties of this job. The employee is directly responsible for the safety, well-being, and work output of students. The noise level in the work environment is usually moderate.

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is frequently required to sit, walk, and stand.  Twist at neck and waist; kneel.  Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus.  The employee is required to be able to hear conversations in quiet environments.  May be required to lift or move up to 20 pounds.

MENTAL/MOTOR DEMANDS:

While performing the duties of this job, the employee rarely performs routine work. The employee frequently exercises flexibility (ability to shift from one task to another). Guidance and reinforcement are usually available.  The employee frequently works within time constraints and maintains attentiveness intensity.  The employee is frequently involved in social interactions which require oral and written communications.

The physical demands, work-environment characteristics, and mental/motor demands described within this job description are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions.

TERMS OF EMPLOYMENT:

School year working days as set by the Board of Trustees.  Salary, benefits and other working conditions as negotiated by the WEA and as assigned by the Administration.

EVALUATION:

Performance of said duties will be evaluated in accordance with provisions of the Board's Policy on Evaluation of Profes­sional Personnel.

Updated 5/26