Highline Public Schools
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HS Student Intern
at Highline Public Schools
Job Status: Internship
Job Reference #: 2017-1020
HS Student Intern
ERAC-Teaching, Learning & Leadership
Hours Per Day:
Position Type: Temporary
Salary: $0.00 - $0.00
Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
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JOB TITLE: High School Intern
WORK DAYS PER FISCAL YEAR: Varies - Temporary position.
SUMMARY: The High School Intern will be assigned to a department within the Educational Resources and Administration Center (ERAC) of Highline Public Schools or to a specified school for the purpose of attaining work-place learning experience and career readiness. The intern will have, a start and end date, learning objectives and a project or work assignments to complete as part of the internship. The intern will be evaluated by his or her supervisor and will complete a reflection of the experience and how it has helped shape his or her future. Student interns will be paid minimum wage and understand this is a temporary position not to exceed the number of hours specified in the job posting.
CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center Heights in Washington State. Starting in the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship. One of the District’s 2017 Goals is that at least 19 out of 20 students entering Grade 9 in 2013 will graduate prepared to choose their future. This can be achieved if every student has work place experiences that help shape their career plans, and ERAC is proud to serve as a model by hosting Career Exploration Interns. The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future. The instructional vision articulated in the plan is organized around Four Pillars that guide professional and organizational practices: - Equitable access to rigorous, standards-based instruction. High-quality instruction for all students. - Results-focused professional learning and collaboration. Investing in our people so they continuously fine-tune their craft and grow in their profession. - Strong partnerships with families and community. Schools can’t do it alone. We are better when students, families, community and educators work hand-in-hand. - A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity, excellent service for all, and continuous improvement.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. - Demonstrate professional work place behaviors including reliability, timeliness, strong communication, use of "down time", appropriate work attire, confidentiality, self-initiative, teamwork and appreciation. - Ask appropriate questions for understanding work assignments and demonstrate hard work to meet deadlines and expected quality outcomes. - Take initiative for understanding how other departments/functions contribute to the entire system, and write a reflection of the internship experience and how it has helped shape the student’s future career pursuits. Other Functions - Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit and supporting student learning objectives.
MINIMUM QUALIFICATION &
CONDITION OF EMPLOYMENT: Current Highline Public School student, age 16 or older I9 Form (Proof of eligibility to work in United States) Washington State Identification Card, Driver’s License or Student ID with photograph AND Social Security Card or Birth Certificate Criminal background check, (WATCH)
ABILITY TO: Communicate effectively verbally and in writing Operate a microcomputer and related software Maintain effective working relationships with other people Work with a broad cultural mix of students in a multiethnic community Remain flexible to changes in assignments or situations. Organize activities, set priorities, and follow instructions Comply with school board policies and follow administrative procedures
REPORTING RELATIONSHIP: Department Supervisor
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate.
CLASSIFICATION HISTORY Created by Human Resources, 2014.07.10 Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.
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