Humanities Teacher ‘25-’26 School Year (Spring Semester)

About 5280 Recovery High School

5280 is the nation’s largest public recovery high school, serving students actively engaged in substance use recovery in an alternative education setting. We center healing, belonging, dignity, and community, and we believe that academic learning and recovery support must work hand-in-hand.

Our staff demonstrate:

• Trauma-informed, relationship-centered teaching

• Cultural responsiveness and equity-driven practice

• Creativity, collaboration, and interdisciplinary thinking

• A deep commitment to honoring the lived experiences and “big ideas” of every student

5280 is a Project Based Learning (PBL) school, where learning is inquiry-driven, authentic, interdisciplinary, and connected to real-world issues that matter to students.

Role Summary

The Humanities Teacher provides integrated instruction across:

• English Language Arts 3 integrated with Civics and Personal Finance

• Ethnic Studies and History of Power, Conflict and Healing

This role also participates in two key community structures:

B.O.A.T. (Being Open and Authentic Together)

A daily, co-taught class with members of the Recovery Team and instructional staff focused on:

• Socio-Emotional check-ins

• Community agreements

• Recovery-informed skill-building

• Daily grounding and belonging

• Social-emotional development

• Wider wraparound care and connection

 B.O.A.T. functions as both a wellness structure and a holistic advisory model.

Project Based Learning at 5280

Teachers at 5280 design high-quality, interdisciplinary PBL units aligned to English and Social Studies standards, rooted in authenticity, community issues, and student voice. In a recovery setting, PBL is also a vehicle for healing, identity exploration, empowerment, and agency.

A PBL teacher at 5280:

Designs Meaningful, Interdisciplinary Projects

• Creates rich driving questions that connect Humanities concepts to real-world topics such as identity, justice, history, financial liberation, and civic action.

• Integrates literature, ethnic studies frameworks, economic literacy, and social analysis.

Builds Inquiry-Based Learning Pathways

• Facilitates sustained research, analysis, reflection, and revision cycles.

• Provides structures that help students explore complex issues through multiple perspectives.
  

Centers Authenticity & Student Voice

• Offers student choice in project pathways, texts, essential questions, and products.

• Supports students in sharing their lived experiences through writing, public speaking, and creative expression.

Develops Collaborative Learning Routines

• Structures equitable group work with shared roles, community norms, and restorative approaches.

• Teaches collaboration as a learned skill, integrating recovery-informed communication and conflict resolution.

Guides Authentic Products & Public Exhibitions

• Helps students create work that addresses real audiences—community panels, exhibitions, social justice campaigns, financial plans, or historical narratives.

• Prepares students for Presentations of Learning (POLs) and Student-Led Conferences (SLCs).

Prioritizes Healing-Centered Instruction

• Designs flexible, predictable structures that support emotional safety.

• Integrates check-ins, reflection, and relationship-building daily.

• Ensures learning is academically rigorous and recovery-aligned.
  

Core Responsibilities

Instruction & Curriculum

• Provide engaging, standards-aligned instruction across English, Social Studies, Personal Finance, Ethnic Studies, and Power & Privilege.

• Develop and implement PBL units grounded in backward design.

• Facilitate rigorous reading, writing, speaking, and research experiences.

• Design formal and informal assessments that measure growth in academic, civic, and personal competencies.

Student Support & Classroom Culture

• Create inclusive, culturally responsive classroom environments.

• Use trauma-informed, relational, and restorative practices to support student needs.

• Differentiate instruction based on interests, lived experiences, readiness, and feedback.

• Communicate proactively with families about learning and progress.

Crew (Advisory) Responsibilities

• Support a small cohort of students academically, socially, and emotionally.

• Lead community-building routines, goal-setting, and reflection.

• Monitor attendance, progress, and wellness needs.

• Serve as a caring adult advocate for each Crew member.
  

B.O.A.T. Responsibilities

• Co-teach daily B.O.A.T. classes alongside Recovery Team members and instructional staff.

• Facilitate morning check-ins, grounding activities, and reflective discussions.

• Model authenticity, vulnerability, and emotional regulation.

• Support the practice of community agreements and recovery-aligned skill-building.

• Help maintain a safe, connected space for students to express needs and receive care.

Collaboration & Professionalism

• Participate in interdisciplinary team planning, project design, data discussions, and professional learning.

• Contribute to schoolwide exhibitions, community events, and culture-building initiatives.

• Engage professionally with colleagues, students, families, and community partners.
  

5280 Teacher Competencies

Teachers at 5280 consistently demonstrate:

• Commitment to the four 5280 Design Principles:
  Equity, Authenticity, Intentional Community, Joy & Meaning

• Deep understanding of adolescent development and diverse learning needs

• Skillful PBL and restorative practice implementation

• High academic expectations paired with high compassion

• Strong communication with students and families

• Creativity, flexibility, collaboration, and reflective practice

• Ability to differentiate instruction for students in alternative learning environment

• Cultivates positive working relationships with students from diverse backgrounds

Compensation and Benefits:

• Salary commensurate with experience across Denver Public Schools Step and Grade Schedule

• Participation in the Colorado PERA retirement program

• 100% funding of individual medical benefits (and 25% of the cost of dependents)

• Vision, dental, and life insurance plans available for purchase

• Approximately four weeks of summer vacation and four weeks of school holidays and vacation

This application will close on November 30, 2025.

Qualifications (Required):

• Minimum of a Bachelor’s degree

• Applicants without a teaching credential will need to be able to meet federal ESSA requirements.

• Background Check (Fingerprint) Clearance

Qualifications (Preferred):

• Advanced degree in your field or a related field

• 1+ year working with students as a teacher, teacher intern, or coach

• Experience with teaching Humanities (English and/or Social Studies)