Job Descriptions

Licensed

Teacher On Special Assignment

STEAM Teaching and Learning Support Specialist

STEAM Teaching and Learning Support Specialist

Definition
Under the direction and supervision of the Assistant Superintendent, the STEAM Teacher supports K-5 teachers and student learning by developing, implementing, and modeling curricula that integrates Science, Technology, Engineering, Art, and Mathematics (STEAM), Next Generation Science Standards (NGSS), the use of technology and 21^st Century Skills. The STEAM Teacher coordinates staff development and supports the use of innovative practices to support teaching and learning.

Qualifications

Valid Oregon Non-Restricted Teaching License
Three years of successful teaching experience.

Skills, Knowledge, and Abilities

Knowledge of the Common Core State Standards, Next Generation Science Standards, and STEAM education initiatives.
Professional record of enriching students’ academics through highly engaging and effective instruction.
Develop and maintain effective working relationships with staff, administrators, vendors, and community members.
Ability to prepare and present staff development.
Expertise in serving English learners and students with special needs.
Demonstrates willingness to work with staff, parents, administration, and community groups.
Knowledge and competency in various technologies.
Propensity for fostering a culture of high expectations and confidence in student success.

Essential Duties and Responsibilities

Works directly with administration and site staff in the development, implementation, and Evaluation of STEM initiatives and NGSS curriculum.
Develops, evaluates, and recommends new or expanded programs and curricula in STEAM Education for grades K-5.
Organizes, develops, and provides trainings for staff related STEAM integration in the classroom.
Schedules, coordinates and/or provides trainings for use of innovative spaces.
Creates a follow-up plan to ensure implementation and best practices in NGSS classroom implementation.
Shares and presents information, best practices and implementation plans for staff.
Models effective, research-based teaching techniques and strategies.
Provides instructional feedback and assistance to teachers.
Communicates effectively orally and in writing and establishes and maintains cooperative and effective working relationships with others.

Physical Requirements: 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 functions, duties and responsibilities of the job.

Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus. While performing the duties of this job, the employee is:

Regularly required, in an 8-hour day, to sit for 3-8 hours; stand/walk/move around for 1-4 hours; drive 1-3 hours.
Regularly required to talk and hear.
Regularly required to use hands to finger, handle or feel objects, tools or controls.
Lifting 20 pounds occasionally with occasional sitting and frequent standing / walking.
Frequently required to stand or walk (occasionally on an uneven surface), reach with hands and arms, stoop and/or bend.
Frequently required to travel within the district, and occasionally travel outside the district.

While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

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.

The noise level in the work environment could be low to moderate, with occasional high noise levels. The employee’s work is most frequently indoors, but occasionally requires going outdoors in the weather to pass from building to building and drive from site to site.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position) at any time as it deems advisable.

Workplace Expectations

The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
In every aspect of this position, employee must exercise honesty and ethical behavior, including but not limited to: in communication and relationships with staff, students and the public; use of time and district property as well as representation of absence from duty leave.
The employee is dressed and groomed in a neat, clean, and appropriate professional manner for the assignment and work setting.
The employee maintains the integrity of confidential information relating to student, family, colleague or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authority.

Teaching and Learning Support Specialist

Teaching and Learning Support Specialist

Definition
To assist the principal in student management functions within the school and school community, and assist the principal in providing professional development and instructional support for teachers to improve student learning.

Reports To: Principal

Qualifications

Hold a valid Oregon Teaching License
Demonstrated knowledge in curriculum, instruction and effective student management
Demonstrated ability to work collaboratively with staff, students and parents.
Knowledge of laws, rules, and District policies in student management.
Knowledge of best practices in behavior management and communication strategies.
Such alternatives to the above qualifications as the Board may find acceptable.
Five years of successful teaching experience required.

Essential Duties and Responsibilities

Models effective, research based teaching techniques and strategies.
Provides instructional feedback and assistance to teachers.
Supports individual teachers and professional learning teams in improving student learning through the use of data, research and professional discourse.
Facilitates and/or presents on common professional development topics throughout the year as assigned.
Provides assistance in the implementation of the school-level student behavior management plan.
Develops, fosters, and models effective student behavior management skills.
Assists the principal in motivating and leading the school staff toward the improvement of student behavior in and out of the classroom.
Organizes, coordinates and administers the keeping of student attendance and behavior records and related reporting and communication requirements.
Enforces all policies relating to student discipline and attendance.
Administers student discipline when appropriate.

Examples of Duties

Works with school Child Development Specialist in matters of student problems and needs.
Assists with interpretation of policies and programs to parents and public.
Assists teachers in adapting programs and activities to meet the interests and needs of students.
Institutes procedures for the orientation of students.
Supervises student activities which may at times occur before or after school hours.
Represents the school in meetings and on committees as requested by the principal.
Assumes building responsibilities in the absence of the principal, as assigned.
Performs other related duties as required.

Regularly required, in an 8-hour day, to sit for 3-8 hours; stand/walk/move around for 1-4 hours; drive 1-3 hours.
Regularly required to talk and hear.
Regularly required to use hands to finger, handle or feel objects, tools or controls.
Lifting 20 pounds occasionally with occasional sitting and frequent standing / walking.
Frequently required to stand or walk (occasionally on an uneven surface), reach with hands and arms, stoop and/or bend.
Frequently required to travel within the district, and occasionally travel outside the district.

While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

Workplace Expectations

The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
In every aspect of this position, employee must exercise honesty and ethical behavior, including but not limited to: in communication and relationships with staff, students and the public; use of time and district property as well as representation of absence from duty leave.
The employee is dressed and groomed in a neat, clean, and appropriate professional manner for the assignment and work setting.
The employee maintains the integrity of confidential information relating to student, family, colleague or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authority.

Talented and Gifted (TAG) Specialist

Talented and Gifted (TAG) Specialist

Definition
Provides leadership to the development, implementation and evaluation of the Talented and Gifted Program for students K-12. Provides facilitation to teachers, principals, parents and other school staff in support of the Talented and Gifted program and staff development for teachers.

Reports To: Director of Teaching and Learning

Qualifications

Hold a valid Oregon Teaching License
Demonstrated knowledge of teaching strategies, curriculum and program materials.
Demonstrated ability to work collaboratively with staff, students and parents.
Knowledge of best practices in behavior management and communication strategies.
Ability to write curriculum and facilitate successful professional development presentations.
Five years of successful teaching experience required.
Such alternatives to the above qualifications as the Board may find acceptable.

Essential Duties and Responsibilities

Facilitate and assist with identification of TAG students through review of standardized assessment data and administration of TAG identification tools.
Assist teachers in the development of Personal Education Plans for TAG identified students.
Serves as a resource to schools to provide expertise and support for school-based efforts to meet the needs of TAG students.
Assists schools in developing their school TAG plans based on District program goals and student outcomes for TAG.
Knowledgeable of research and procedures to identify and instruct under-represented populations.
Trains staff in procedures for the identification for talented and gifted students.
Provides testing to determine eligibility of identified students for talented and gifted program.
Provides regular in-service for school staff on issues such as the characteristics and learning needs of gifted students, strategies for differentiating curriculum in the classroom.
Communicates with community and parents regarding districtwide TAG program and services.
Assists principals and teachers by providing a time line noting OAR requirements and assists in compliance with TAG mandates.
Provides information to schools which ensures the accuracy of school-based records concerning TAG students.
Assists schools in the development of appropriate processes for parent involvement in the school and in the education of their talented and gifted student(s).
Develop procedures to ensure parents an opportunity to participate in the development of their talented and gifted student program.

Regularly required, in an 8-hour day, to sit for 3-8 hours; stand/walk/move around for 1-4 hours; drive 1-3 hours.
Regularly required to talk and hear.
Regularly required to use hands to finger, handle or feel objects, tools or controls.
Lifting 20 pounds occasionally with occasional sitting and frequent standing / walking.
Frequently required to stand or walk (occasionally on an uneven surface), reach with hands and arms, stoop and/or bend.
Frequently required to travel within the district, and occasionally travel outside the district.

While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

Workplace Expectations

The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
In every aspect of this position, employee must exercise honesty and ethical behavior, including but not limited to: in communication and relationships with staff, students and the public; use of time and district property as well as representation of absence from duty leave.
The employee is dressed and groomed in a neat, clean, and appropriate professional manner for the assignment and work setting.
The employee maintains the integrity of confidential information relating to student, family, colleague or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authority.

Online Learning Facilitator

Online Learning Facilitator

Definition
The Online Learning Facilitator is an instructional leader responsible for contributing to a focused plan for improving student achievement; monitoring and supervising online instruction; and fostering a culture of high expectations for all students. Position is responsible for planning, developing, implementing, and monitoring the online program.

Reports To: Principal

Qualifications:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Valid Oregon Teaching License.
Education and/or Experience: A Master's Degree and a minimum of five years classroom teaching experience. Successful experience serving as a teacher leader. PREFERRED QUALIFICATIONS: Experience developing and maintaining effective student management systems.
Interpersonal Skills: Ability to interact appropriately with teachers, staff, members of the community and students. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit. Ability to communicate and collaborate with internal and external personnel to analyze information needs and functional requirements.
Language Skills: Ability to communicate fluently in English both verbally and in writing. Preference may be given to applicants who are fluent in both English and Spanish. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies, administrators, or staff. Ability to read, analyze, or interpret general business periodicals, and professional journals. Ability to write reports, business correspondence, and procedure manuals.
Mathematical Skills: Ability to calculate numerical functions such as discounts, interest, commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts of basic algebra and geometry.
Reasoning Ability: Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems. Basic concepts for querying or managing data in a relational database management system. Read and understand nonverbal symbols (formulas, scientific equations, graphs, etc.). Ability to deal with a variety of abstract and concrete variables.
Computer Skills: To perform this job successfully, an individual should have the ability to use district technology systems, email, internet software, student information system, inventory software, spreadsheets and word processing and presentation software. Appropriate computer certification(s) as determined by the District.

Essential Duties and Responsibilities

Possesses specific knowledge of educational technology including networking, hardware and software solutions.
Demonstrates knowledge of Oregon administrative rules and regulations pertaining to graduation requirements, alternative uses of time, course credit delivery, credit acquisition, and college dual credit modalities.
Analyzes student performance data and provide leadership in the planning, development and implementation of the Online School intervention programs in relation to credit recovery, graduation rates, and state-required and District-required assessments.
Demonstrates understanding of the diverse needs of alternative learners, home-school students, part-time students and dually enrolled students.
Possesses specific knowledge of instructional technology, appropriate uses of technology, and how to use technology in instructional processes in a K-12 classroom setting.
Collaborates with and supports school leaders in the implementation of online programs.
Demonstrates experience with proficiency based teaching and learning systems.
Demonstrates knowledge of Oregon diploma requirements.
Provides a safe and orderly environment for students, and establishes and maintains an effective learning climate.
Supervises the student attendance and/or participation for the Online School.
Actively recruits new Online School students and facilitates student enrollment into online programs.
Confers with students, parents, and teachers to resolve individual student academic and behavioral issues or concerns.
Maintains a clean, safe, and healthy school environment and facility.
Demonstrates strong interpersonal skills in managing and interacting with diverse groups of stakeholders.
Utilizes effective time management and organizational skills.
Prepares necessary data reports and coordinates the Online School reporting system.
Evaluates the effectiveness of the Online School program and makes recommendations or revisions as necessary.
Builds strong partnerships with families and community, creating a safe, supportive school climate.
Performs any other related duties as assigned by appropriate administration.

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 talk or hear. The employee is regularly required to sit; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is frequently required to walk or stand. The employee must regularly lift and/or move up to 25 pound, occasionally up to 50 pounds, and on rare occasion up to 75 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception and the ability to adjust focus.

Workplace 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. The noise level in the work environment is usually low to moderate.

Workplace Expectations

The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
In every aspect of this position, employee must exercise honesty and ethical behavior, including but not limited to: in communication and relationships with staff, students and the public; use of time and district property as well as representation of absence from duty leave.
The employee is dressed and groomed in a neat, clean, and appropriate professional manner for the assignment and work setting.
The employee maintains the integrity of confidential information relating to student, family, colleague or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authority.

Behavior Support Specialist

Behavior Specialist

Reports to:     Director of Student Services      Work Calendar:    Teacher, 192 days
Classification:   Licensed FLSA Status:         Exempt
Evaluation Rubric: Student Support Specialist

Position Summary

To provide continuous support to the overall educational environment by utilizing effective behavioral strategies to address student behaviors. Provide ongoing behavior intervention strategies for all students in all aspects of the educational environment. The Behavior Specialist will also work directly with school teams to provide structures for student to build and develop skills focused on forming healthy relationships.

Qualifications

Appropriate Oregon Teacher Standards and Practices Commission Licensure, Special Education Endorsement preferred.
Experience preferred with:
o Working with students with behavioral challenges
o Performing Functional Behavior Assessments
o Developing Behavior Support Plans and Interventions
o Developing Safety Plans
o Using Microsoft Excel to manipulate data and generate reports
o Knowledge and experience working with PBIS systems
o CPI trained
o Culturally competent practices

Experience
Background in Special Education preferred.

Essential Duties and Responsibilities

Develop and maintain a system for the completion of Functional Behavior Assessments and Positive Behavior Support Plans.
Access and deliver social/emotional based programs and curriculum to support student’s success.
Assist in the training of staff to implement behavior modification techniques and serve as a resource to teachers on best practices in classroom management and student interventions.
Support and train staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for improving positive behavior; and identifying antecedents.
Work cooperatively with building administrator and the school team to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
Gather and analyze information to develop individualized behavior support plans and interventions with the school team.
Review, analyze and use behavior referral and SWIS data reports on a regular basis.
Manage the data collection for student’s home and classroom programs and use ongoing assessments to maintain a record of student progress.
Create and monitor the Behavior Support staff schedules assigned to student interventions.
Collaborate with the school’s Multi-Tiered System of Supports TEAM to identify students in need of Tier 2 or Tier 3 behavioral intervention, assist in the planning of those interventions, and provide assigned interventions.
Maintain relations with student/home environment when developing programs/plans.
Coordinate with parents as well as the team to find community resources for dealing with challenging behaviors and engage parents in the “student behavior intervention plan.”
Develop working relationships with school staff, families and outside services in order to provide a network of support.
Facilitate and coach teams through the development and implementation of Functional Behavioral Assessments/Behavior Intervention Plans and crisis plans for identified students. Design plans that address classroom organization, effective instruction, social skills instruction, and ethical issues.
Coordinate with district staff to develop procedures for working with and assisting students with challenging behaviors.
Implement culturally competent practices and culturally responsive school-wide and classroom management strategies to provide equity and access for all students.
Assist operations as assigned by the principal; may include activities such as monitoring of student attendance; creating daily schedules; supervising of students to ensure a safe and non- threatening environment; processing of major and minor referrals.

Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus. While performing the duties of this job, the employee is:
Regularly required, in an 8-hour day, to sit for 3-8 hours; stand/walk/move around for 1-4 hours; drive 1-3 hours.
Regularly required to talk and hear.
Regularly required to use hands to finger, handle or feel objects, tools or controls.
Lifting 20 pounds occasionally with occasional sitting and frequent standing / walking.
Frequently required to stand or walk (occasionally on an uneven surface), reach with hands and arms, stoop and/or bend.
Frequently required to travel within the district, and occasionally travel outside the district.

While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

Workplace Expectations

The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
In every aspect of this position, employee must exercise honesty and ethical behavior, including but not limited to: in communication and relationships with staff, students and the public; use of time and district property as well as representation of absence from duty leave.
The employee is dressed and groomed in a neat, clean, and appropriate professional manner for the assignment and work setting.
The employee maintains the integrity of confidential information relating to student, family, colleague or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authority.

Classified

Computer Systems Group

Custodial Group

Educational Support Group

Food Service Group

Librarian Group

Maintenance Group

Office Group

Security Group

Confidential

Human Resources Specialist

Human Resources Specialist

Human Resources Specialist

Definition: Under minimal direction and supervision, the Human Resources Specialist performs independent work as an administrative assistant to a chief administrative officer. Performs and oversees the performance of others in detailed, complex, and varied office functions.

Reports To: The Director of Human Resources

Distinguishing Characteristics: Employee in this classification is under the general direction of the Director of Human Resources. Most tasks are non-routine and require a considerable reliance upon the use of independent judgment. Employee must deal professionally and diplomatically with highly confidential and sensitive information and issues and is therefore expected to possess and exercise the highest level of professional ethics. Only on occasion are questions referred to the supervisor for advice. Requires frequent communication with non-district personnel during which time this employee is the sole representative of the district.

Performance Responsibilities

Primary contact for all new district employees to assist them with intake and the onboarding process
Organizes pre-employment requirements: fingerprinting, drug screens and physical/agility tests.
Acts as district liaison with other agencies.
Keeps current on licensure rules, progress in contract negotiations, salaries, vacancies, bargaining agreement language, methods of pay procedures, etc., to be able to answer queries from patrons and employees.
Serves as official scribe for labor contract negotiations.
Serves as district liaison with the workers’ compensation insurance company. Provides and follows up on claim information and documents. Stays current on and coordinates benefits, programs, and reimbursements. Arranges and attends claims reviews.
Has a strong understanding of state and federal employee leave laws and district leave administration and works with employees to properly identify appropriate leave procedures.
Compile and assimilate reports and surveys required by state, federal and other external agencies.
Serves as a resource to district administrators on district practices and processes, TSPC licensure requirements and labor law.
Answers questions and provides information requiring a thorough knowledge of the district.
Provides leadership for the preparation and execution of annual Human Resources functions and activities.
Meets the public and represents the district on a variety of matters.
Serves as an administrative assistant to the Director of Human Resources.
Serves a member of the site Safety Committee and serves as an advisor to District Safety Committee.
Prepares and distributes job vacancy postings.
Assists as needed with: Teacher contracts, Extra-duty contracts, Classified employee calculation sheets, Transfers and changes of status, Substitute employee paperwork, Unemployment paperwork and process
Assists with maintenance of the Department of Human Resources website.
Fulfills other related duties as assumed or assigned.

Qualifications

Essential Knowledge, Skills, and Abilities:

Ability to perform multiple tasks with the capability to develop skills to meet changing job conditions;
Knowledge of State and Federal employment laws and regulations, HR legal requirements pertinent to Oregon Administrative Rules and Oregon Revised Statutes, Board Policies;
Extensive knowledge of Microsoft Office programs (Excel and Word) and ability to create and maintain spreadsheets;
Ability to be organized, manage time and resources to perform multiple tasks simultaneously;
Ability to maintain professionalism and confidentiality of all district transactions;
Ability to collaborate and use initiative and judgment in accomplishing tasks;
Strong written and oral communication skills sufficient to perform essential functions;
Ability to work harmoniously with others and demonstrate positive conflict resolutions skills;
Ability to be flexible and succeed in a sometimes-high energy, demanding environment;
Ability to take responsibility for professional learning and maintain professional and technical knowledge by participating in development activities;
Ability to provide excellent customer service to all district stakeholders;
Must have physical and mental attributes sufficient to perform essential functions and be a contributing member of a team;
Willingness to take on a variety of new and challenging projects;
Ability to read and understand policies and follow verbal instructions;
Communicate effectively with individuals and groups, often concerning sensitive information.
Produce detailed documents and correspondence dealing with complex issues.
Consider and research multifaceted topics to develop unbiased and sound business solutions for consideration by the supervisor and/or other invested administrative staff.
Hold a Notary Public commission.
Maintain an Oregon driver’s license.

Experience/Education

Exhibited proficiency working with a diverse population in potentially emotionally charged and/or strained situations.
Successful office experience in a complex environment for a period of no fewer than five years.
Public school experience preferred.
High school diploma or equivalent.
Minimum of 2 years of college/university studies earning Associate’s degree in business and/or human resources management or have equivalent experience.

Physical Requirements: 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 functions, duties, and responsibilities of the job.

Regularly required, in an 8-hour day, to sit for 5-8 hours; stand/walk/move around for 1-4 hours; drive 1-3 hours.
Regularly required to talk and hear.
Regularly required to use hands to finger, handle or feel objects, tools, or controls.
Lifting 20 pounds occasionally with frequent sitting and intermittent standing / walking.
Frequently required to stand or walk (occasionally on an uneven surface), reach with hands and arms, stoop and/or bend.
Occasionally required to travel within the district, and infrequently travel outside the district.

While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

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. Temporary modifications to provide reasonable accommodations do not waive any essential junctions of the job requirement.

The noise level in the work environment could be low to moderate. The employee’s work is most frequently indoors, but occasionally requires going outdoors in the weather to pass from building to building and drive from site to site.

Workplace Expectations

The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
In every aspect of this position, employee must exercise honesty and ethical behavior, including but not limited to: in communication and relationships with staff, students and the public; use of time and district property as well as representation of absence from duty leave.
The employee is dressed and groomed in a neat, clean, and appropriate professional manner for the assignment and work setting.
The employee maintains the integrity of confidential information relating to a student, family, colleague, or district patron. The employee uses or relays personal information only while performing assigned responsibilities and in the best interest of the individuals involved.
The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authority.

Administrator

Social Emotional/Teaching and Learning Administrative Coordinator
Student Services Adminstrative Coordinator

Social Emotional/Teaching and Learning Administrative Coordinator

ADMINISTRATIVE COORDINATOR
SOCIAL EMOTIONAL/TEACHING AND LEARNING

Definition
Reporting to the Director of Teaching and Learning, the SEL Coordinator supports the effective implementation of the district’s Social and Emotional Learning and Instructional Framework vision. Responsible for the development, adaption, and execution of SEL and instructional initiatives within schools, and supports district and school staff in promoting students’ social, emotional, and academic development through curriculum and assessment. Working in cooperation with school staff, parents, and community partners, responsible for coordinating internal and external resources to meet the needs of students and contribute to positive behavioral health and wellness across schools.

Distinguishing Characteristics
Master’s degree in education or related field. Must hold a valid Oregon Administrator License. A minimum of five years of successful classroom teaching experience.

Qualifications

Knowledge of current research and best practices in SEL.
Knowledge of laws, rules, policies, and trends related to curriculum, instruction, and assessment.
Deep knowledge of state and local assessment and use of data for making instructional decisions.
Experience designing and delivering professional development.
Ability to plan, organize, and work collaboratively with other teams.
Strong interpersonal skills and the ability to create positive relationships.
Ability to collect and analyze data to drive improvement.
Self-directed with strong organizational skills with excellent attention to detail.
Ability to think and respond creatively to the needs of the district.
Deep commitment to educational excellence.
Flexibility in adapting to conditions of change and unusual situations.

Performance Responsibilities

Work collaboratively with district departments and school campuses to integrate social-emotional learning programs aligned with the district’s strategic plan.
Contribute to short-term and long-term planning of district wide SEL integration.
Consult with principals, school counselors, school psychologists, teachers, and administrators regarding the social and emotional needs of students.
Coordinate and deliver resources to school buildings to promote students’ social-emotional learning.
Collect and analyze data to make decisions and adjustments to SEL curriculum and initiatives.
Review and analyze district assessment data and collaboratively develop appropriate response to the data.
Stay current on research and best practices in social-emotional learning.
Collaborate with administrative staff to develop the district’s professional development plan and coordinate its implementation.
Coordinate Educator Advancement Council activities including new teacher mentoring and professional development.
Assist Director of Teaching and Learning with professional development for administrative team.
Design professional development and training to support effective implementation of social-emotional and instructional framework learning in schools.
Develop educational workshops for parents and the community to build investment in SEL.
Establish and maintain systems that ensure student behavior policies are fair and equitable.
Assist schools in developing programs to improve attendance rates.
Design and support the development and articulation of a Multi-Tiered System of Supports (MTSS), both academically and behaviorally, including a Positive Behavior Intervention and Supports (PBIS) system at all schools.
Assists in the monitoring of compliance with state/federal regulations regarding Every Student Succeeds Act (ESSA), including Title I and Title II.
Facilitates alignment of instructional programs to state and federal standards and supports implementation and evaluation of curriculum, instruction and assessment used in the district.
Work collaboratively with community partners, mental health services, school counselors, child development specialists and the Office of Student Services to support and ensure behavioral health and wellness across schools.

Regularly required, in an 8-hour day, to sit for 3-8 hours; stand/walk/move around for 1-4 hours; drive 1-3 hours.
Regularly required to talk and hear.
Regularly required to use hands to finger, handle or feel objects, tools, or controls.
Lifting 20 pounds occasionally with occasional sitting and frequent standing / walking.
Frequently required to stand or walk (occasionally on an uneven surface), reach with hands and arms, stoop and/or bend.
Frequently required to travel within the district, and occasionally travel outside the district.

While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

Workplace Expectations

The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
In every aspect of this position, employee must exercise honesty and ethical behavior, including but not limited to: in communication and relationships with staff, students, and the public; use of time and district property as well as representation of absence from duty leave.
The employee is dressed and groomed in a neat, clean, and appropriate professional manner for the assignment and work setting.
The employee maintains the integrity of confidential information relating to student, family, colleague, or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authority.

Student Services Adminstrative Coordinator

Student Services Administrative Coordinator

Definition
The Student Services Administrative Coordinator coordinates the activities and programs in the Office of Student Services as designated by the Director of Student Services.

Reports To: Director of Student Services

Education
Enrolled in or completion of coursework required for issuance of an Oregon Administrative License.

Qualifications

Knowledge of state and federal regulations specific to special education under IDEA 2004.
Knowledge of federal and state grant requirements.
Ability to write grant proposals, reports, correspondence bulletins, and memoranda.
Ability to work successfully with families of students with special needs.
Possession of initiative, creativity, and organizational skills.
Capacity and willingness to maintain a good working relationship with Student Services and school personnel and to work effectively as a team member.
Enthusiasm for education and personal commitment to excellence in the teaching of children.
Flexibility in adapting to conditions of change and unusual situations.
Ability to analyze problems and make firm decisions.
Knowledge of laws, rules, policies, and trends related to curriculum construction.
Able to supervise and manage instructional staff.
Demonstrates ability to conduct special education trainings and updates.

Experience

School or district-level work in special education.
Classroom teaching experience in elementary and secondary schools; preferably both.

Distinguishing Characteristics
Responsibilities include a wide range of duties related to 504 plans, Special Education, and other programs for at-risk or disadvantaged students. Works in concert with the Director of Student Services and building principals to plan, select and coordinate programs.

Performance Responsibilities

Coordinates the staff needs for materials, resources, and equipment for designated programs.
Plan and coordinate direct instruction professional development for new staff.
Facilitates early release professional development weekly with various Student Services personnel and special education groups (Developmental Leaning Center Teachers, Turn Around Program and Success Teachers, Secondary Resource Room Teachers).
Facilitates monthly meetings for special education personnel to address compliance with state/federal regulations regarding IDEA and monitoring.
Provide annual trainings on Section 504 Law.
Assists in the writing of guidelines for programs in accordance with state and district requirements.
Writes state and federal grants for areas of responsibility.
Meets with Department of Teaching and Learning and Human Resources to redistribute instructional assistants based upon enrollment and special education numbers.
Submits December Child Count, June Child Find, and June Exit Collections in cooperation with other staff members to be sent to the State Department of Education.
Coordinates System Performance Review and Improvement (SPR&I) file reviews and submits SPR&I improvement plans.
Plan and facilitate transition meetings for special education students transitioning from preschool to kindergarten, elementary to middle school and middle school to high school.
Serves as the district representative for students in the EI/ECSE.
In cooperation with the Director of Student Services, plans, organizes, implements, and evaluates a program of curriculum and instruction for various Student Service programs.
Facilitates the transition from school to community for handicapped students.
Plan and coordinate extended school year services for eligible special education students.
Maintains good working relationships with Roseburg School District employees and various professionals in related fields in the community.
Fulfills other duties as may be assigned by his/her supervisor.

Physical Requirements: 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 functions, duties and responsibilities of the job.

Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus. While performing the duties of this job, the employee is:
Regularly required, in an 8-hour day, to sit for 3-8 hours; stand/walk/move around for 1-4 hours; drive 1-3 hours.
Regularly required to talk and hear.
Regularly required to use hands to finger, handle or feel objects, tools or controls.
Lifting 20 pounds occasionally with occasional sitting and frequent standing / walking.
Frequently required to stand or walk (occasionally on an uneven surface), reach with hands and arms, stoop and/or bend.
Frequently required to travel within the district, and occasionally travel outside the district.

While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

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.

The noise level in the work environment could be low to moderate, with occasional high noise levels. The employee’s work is most frequently indoors, but occasionally requires going outdoors in the weather to pass from building to building and drive from site to site.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position) at any time as it deems advisable.

Workplace Expectations
The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
In every aspect of this position, employee must exercise honesty and ethical behavior, including but not limited to: in communication and relationships with staff, students and the public; use of time and district property as well as representation of absence from duty leave.
The employee is dressed and groomed in a neat, clean, and appropriate professional manner for the assignment and work setting.
The employee maintains the integrity of confidential information relating to student, family, colleague or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authority.