2025/2026 - TLC - Content Demonstration Teacher

Location:  Various Seattle Schools

Fall 2025
  
NeoGov applications will not be accepted for this position. To apply for this position, click on the link below:
  
CDT Application 25-26,CDT Application

The Teacher Leadership Cadre – Content Demonstration Teacher role has been established to recognize excellence in teacher leadership and support professional learning that is created by and for teachers.
  
The intent of this role is to enable teachers to lead in their schools and across the district while continuing their work as classroom teachers.  In addition to their regular contracted duties, Content Demonstration Teachers model effective instructional and professional practice by opening their classroom during the year for observations by teachers at their school or visitors from other schools. 
  
The CDT will be a resource to other teachers throughout the district in demonstrating teaching strategies aligned with content standards, the Danielson Framework, and culturally responsive instruction. CDTs are educators who have demonstrated success in achieving instructional goals with students and have an interest in sharing their classroom practice with others in an effort to support the professional growth of their peers.
  
The CDT is a school-based teacher leadership role in which the selected teacher will allow his/her classroom to serve as a laboratory classroom where colleagues gather to observe instructional practice followed by analysis and synthesis of key learning and reflection on practice. CDTs are expected to be reflective, transparent and available for follow-up discussions with observing teachers and school leaders. The CDT serves as a resource to support the professional growth of colleagues, by working closely with the SPS District Content Managers.
  
Video sample of instructional practice or demonstration of instructional practice may be a part of the interview process.
 
The Teacher Leadership Cadre is designed in alignment with the SPS Strategic Plan. To realize the goals of the strategic plan, the TLC program is designed to:

• Develop leadership skills among teachers, to support the growth of collaboration and instructional practices throughout the school community. The intention of this growth is to improve educational outcomes for all students, and in particular students who are farthest from educational justice.
• Recruit, grow, and retain high-performing teachers, especially focused on the retention of educators of color.
• Promote and support collaborative and reflective practices that develop culturally responsive mindsets and capabilities with all teachers so there is a warm, welcoming environment in every classroom and school.

This is a two (2) year stipended position; incumbents must reapply to renew after two years. Being re-hired is not automatic.
  
Content Demonstration Teachers may not concurrently hold positions as Seattle Teacher Residency Mentors, School-based Teacher Leaders or ELCs, Foundational Coursework Facilitators, Department heads, Head Teachers, House administrators, Dean, or Activity Coordinator.
  
The TLC program operates in accord with, and is governed by, the procedures and practices enumerated in the TLC handbook which is reviewed and revised annually by the PGES committee – a collaboration with SEA, SPS, and PASS.

80%

• Content Demonstration Teacher will develop, plan, and lead professional learning for TLC and ELC programs, and provide support for teacher and ESA leaders. They may coordinate and train additional facilitators to support the professional learning work. They will work in collaboration with each other and the Leadership Cadre Coordinator.
• This should be scheduled in advance through Curriculum, Assessment and Instruction department, and the principal should be notified. (CAI department is responsible for coordinating and monitoring visitors and procedures for scheduling). oriented work.

10%

• CDT will attend up to 4 hours of meeting per month with the Leadership Cadre Coordinator to coordinate district initiatives and priorities and to share perspectives gathered in the field. CDT will maintain records of work and communicate regularly with LC Coordinator.
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   CDT work should be coordinated with the building Teacher Leadership Cadre (TLC) and building leadership. CDT may meet regularly with building TLC if needed.  

10%

• Maintains records of visits. Communicates regularly with PGES department regarding expectations and needs of the CDT. 

REQUIRED KNOWLEDGE, SKILLS & ABILITIES:

Knowledge

• Implicit bias, culturally responsive teaching, and racial equity
• Adult learning principles
• State content standards and district curricular materials
• Danielson Framework for teaching
• Setting student academic achievement goals, continuous progress monitoring, and adjusting instruction based on formative and interim assessment data

Skills

• Demonstrated commitment to racial equity work and culturally responsive instruction, including evidence of impact
• Skills in developing collaborative relationships and working effectively with colleagues towards professional growth
• Clear and effective communication skills
• Modeling effective instruction.
• Organization and time management.

Abilities

• Ability to identify needs within the school community and take initiative in meeting those needs with particular attention to issues of racism and educational justice
• Model and facilitate adult learning in the context of classroom instruction, including the ability to intentionally model instructional practice and the adult learning process before and after observations and conduct learning-focused conversations with individuals and groups.
• Ability to use the Danielson Framework for self-reflection and as a guiding document for professional development and coaching/mentoring
• Ability to research, plan, develop and implement professional learning opportunities for and with colleagues.
• Ability to establish and maintain effective working relationships with teachers, staff administrators and specialists in a multicultural and diverse environment.
• Ability to maintain accurate records and produce reports.
• Ability to collect and engage in non-defensive examination of practice

EDUCATION:

Bachelor's Degree. Specific programs may require additional academic preparation for teaching a culturally, racially and economically diverse student population in an urban school system.  A Master's degree in Education, Endorsement in content and/or National Board for Professional Teaching Standard certification is preferred.

Priority in hiring will be given to candidates who have engaged in racial equity work and culturally responsive teaching practices. In line with our beliefs and priorities in Seattle Public Schools, all teacher are expected to engage in this work prior to entering a leadership position in SPS. Evidence of this may include:
-Participating in Leading for Racial Equity workshops - SPS
-Participating in Culturally Responsive Teaching Cadre – SPS
-Experience as a Racial Equity Coach through SEA – CRE
-Experience serving on a Racial Equity Team
-Personal learning and community experience in racial equity
-Other professional development with racial equity and culturally responsive teaching

EXPERIENCE:

Candidates must have a minimum of three years of teaching experience with at least two years in Seattle Public Schools.

Candidates must have a continuing contract of 0.6 FTE or greater in a given school or program. TLCs who hold less than a 1.0FTE are still expected to complete all requirements of the TLC program.

CERTIFICATIONS & LICENSES:

Valid Washington State Teaching Certificate
National Board for Professional Teaching Standard certification preferred

TESTING:

Eligible candidates will have earned a Proficient rating or higher in each of the eight criteria with an average or higher student growth rating on their most recent Comprehensive Summative Evaluation. Their most recent Comprehensive evaluation must have been completed within the timeframe specified in the CBA.

For teachers and ESA's that are evaluated using the four Domains, they must have earned a rating of Proficient or higher in each of the four Domains on their most recent Comprehensive Summative Evaluation.

Upon selection, and to be eligible for the stipend, each CDT will submit an action plan using the TLC planning template. The TLC coordinator will work with each team to ensure the plan is clear, specific, and aligned to the goals and intentions of the TLC program

CONTINUING EDUCATION/TRAINING:
CLEARANCES:

Criminal justice fingerprint and background check

Salary : $3,471