Licensed Job Descriptions

Job Description

Job Title: Behavior Interventionist
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

The Behavioral Interventionist is responsible for supporting students with behavior challenges.  The Interventionist provides individual or small group instruction to students who are struggling academically and/or behaviorally.  This position is also responsible for monitoring, reporting, and communicating student progress and performance.  
The Behavior Intervention Teacher plans and provides for appropriate learning experiences for identified students with challenging behaviors in a variety of educational settings. The person in this position is responsible for providing an atmosphere and environment conducive to the social and emotional development of students to ensure behaviors that substantially improve to ensure academic.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Employ approved and appropriate techniques for responding to students whose behavior may become injurious to themselves or others; reinforce behavior modification techniques as directed.
2. Provide direct and indirect one-to-one social emotional instructional support to students in a positive environment.
3. Provides assistance with de-escalating student behaviors and reintegrating students back into the classroom.
4. Develop strategies that assist students in assessing their own behavior.
5. Ability to command respect and work with students in a positive manner.
6. Ability to positively interact and communicate effectively with students to encourage appropriate behavior.
7. Ability to function in stressful situations and use good judgment.
8. Ability and willingness to think “outside the box”.
9. Dedicated to the success of children and family teams.
10. Facilitate a positive behavioral change in students.
11. Develop behavior intervention strategies consistent with instructional goals, teaching methods, and individual student needs to improve student behaviors.
12. Teach socially acceptable behaviors, as determined from a variety of data sources such as a student's behavior needs assessment, other quantitative and qualitative data sources, and formal observations.
13. Use ongoing data sources to maintain a record of student progress.
14. Collaborate with school principal, school psychologist, and school counselor for strategies and techniques to support the positive behavior development of the student.
15. Maintain positive relationships with the building administration, family members, other staff, and students in the buildings.
16. Identifies and seeks resolution for potential problems arising with any involved parties.
17. Attends required meetings that discuss behavior.
18. Ability to maintain a high level of ethical behavior and confidentiality when dealing with student, staff, and/or parent information.
19. Work efficiently and effectively, both individually and as part of a team.
20. To comply with policies established by federal and state law, State Board of Education, and local board policy.
21. Participate in professional development activities to improve skills related to job assignment.
22. Participate in IEP and other meetings as appropriate that discuss student behavior.
23. Facilitates students’ learning in correlation with the Oregon State Standards.
24. Follows specific standards, policies, and procedures of the building and district.
25. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
26. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
27. Act as a friendly ambassador of the Mt. Angel School District.
28. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement. A minimum of three years of successful teaching experience in which the teaching of behaviorally challenged students was an important responsibility for the position.  A comparable amount of training and experience may be substituted for minimum qualifications.
• Knowledge, Skills and Abilities: The successful candidate will demonstrate an extensive knowledge and understanding of the concepts, principles, and methodologies for effective instruction and positive behavioral support that are beneficial for implementation with students with challenging student behaviors.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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.

Probable contact with students who exhibit unpredictable behaviors including, but not limited to offensive language, yelling, hitting, kicking, and eloping.

While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: School Counselor (all levels, K-12)
Reports To: Building Administrator and Special Services Director
FLSA Status: Exempt

JOB SUMMARY

Plans, promotes, and delivers a comprehensive, developmental program of guidance and counseling to assist students in the areas of academic achievement, college and career decision making, social- emotional growth and community contribution. Acts as a consultant, in this regard to school staff, parents and community members.  

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Foundation
   • Annually designs a comprehensive school counseling curriculum plan utilizing the American School Counseling Association (ASCA) national student standards and Oregon Comprehensive Counseling Framework.
   • Promotes a whole-school approach for the school counseling program that aligns with ASCA vision, mission, and philosophy ensuring that all students’ academic, college and career, and social-emotional development and community involvement needs are met in a systematic manner.
   • Annually conducts a school counseling program assessment, sets SMART goals & action plans based on data.
2. Management System
   • Facilitates a Counseling and Guidance Advisory Council at assigned school to guide program improvement.
   • Coordinates the comprehensive school counseling program in collaboration with administration and other school staff.
   • Participates in the design and implementation of school counseling curriculum and Closing the Gap Action Plans.
   • Manages time to align with the ASCA Model’s distribution of time assuring implementation of all delivery systems; conducts use of time assessments.
   • Manages available resources and seeks new resources to support the school counseling program
   • Maintains comprehensive records of the school counseling program including collecting and careful analysis of data.
   • Create, use and maintain weekly & annual calendars to identify and communicate school counseling priorities.
3. Delivery System
   • Promotes and delivers the guidance curriculum systemically in collaboration with school staff and community resources.
   • Provides individual counseling in academic, college and career, social-emotional development and community contribution.
   • Collaborates with other school staff in planning and facilitating a systemic approach to pre-K through post-secondary transitions from grade-to-grade and school to school.
   • Provides guidance and consultation to students, parents, and staff regarding diploma options.
   • Provides goal-oriented individual and group counseling to target populations.
   • Develops appropriate interventions for students and monitors progress.
   • Collaborates with other school and district staff to ensure an effective school crisis and/or emergency plan is in place (see crisis plan document)
   • Provides intervention/supports in crisis situations and collaborates with others when appropriate to address student needs.
   • Develops and implements a referral process to specialists and outside agencies.
   • Serves as a member of student threat assessment, sexual incident response committee, and suicide screening teams.
   • Serves as school Student Services Team Coordinator.
   • Serves on the school 504 Team Coordinator.
   • Participates as a team member on Youth Services Team and IEP meetings, as needed.
   • Serves as the school TAG Coordinator.
   • Facilitate or organize informational sessions about student developmental issues for families to address the needs of the school community and to reflect the school counseling core curriculum
   • Organize and/or lead professional development through staff presentations, learning team facilitation and dissemination of resources that address the academic, behavior or social emotional needs of students
4. Accountability
   • Collects, analyzes and shares data to educate others about how students, staff, and parents benefit from the school counseling program.
   • Collects and uses perception data to identify and meet student needs.
   • Collects, analyzes, and uses data to plan, implement, and evaluate individual school counseling action plans.
   • Conducts a yearly program audit (ASCA) of the comprehensive counseling program and works to implement missing program components.
   • Uses data to guide decision-making to improve program delivery.
   • Annually completes school data profile to measure and track overall school functioning and progress.
   • Conducts self-assessments of the school counseling program, including analysis of small groups, curriculum and other relevant gap data.
   • Analyzes data and shares results with leadership and/or relevant school team members; makes recommendations based on data.
5. Leadership, advocacy, collaboration and systemic change
   • Demonstrates an understanding of laws and policies related to student rights and counselor responsibilities (e.g., for educational equity, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse.)
   • Seeks appropriate opportunities to model effective practices for colleagues, to lead    professional learning activities, and to serve in other leadership roles.
   • Works with the school leadership team to ensure local policies do no harm to students.  Also works to identify barriers to student success and to design systemic efforts to improve school success for each student.
6. Professional Learning and Ethical Practice
   • Engages in meaningful and appropriate professional development opportunities to develop knowledge and skills in order to promote student success, equity, and access by staying up-to-date in counseling theories and instructional practices.
   • Participates in regular building district counseling department meetings to design and plan the comprehensive school counseling program.  Stay abreast of school specific needs, programs, and resources.
   • Reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
   • Demonstrates knowledge of legal and ethical rights and responsibilities.
   • Demonstrate knowledge of and adheres to school, district, and state policies.

Additional Level Responsibilities:

7. Middle / Secondary (6-12):
   • Provides programs, information, and guidance to assist all students in selecting postsecondary options aligned with each student’s skills and interests.
   • Provides a systematic approach to individual planning from middle school through high school.
   • Supports and consults in school-wide effort to assists students in developing personalized education and career plans.
   • Informs students/parents about pertinent test results and their implications for course selections and post-secondary options.
   • Facilitates a collaborative effort to ensure students have access to support programs such as; Financial Aid Night/FAFSA, College Fair, Scholarships, Leadership, etc.
   • Assists students from middle school through high school with course selection, and alternative educational options.
   • Promotes a systemic approach to career development and planning including student development of an online career portfolio.
   • Abides by federal and state laws and school district policies, procedures and rules.
   • Professionally represents the school and the District in interactions with community and staff.
   • Maintains appropriate certifications and training hours as required.
   • Complies with applicable District, state, local and federal laws, rules and regulations.
   • Attends work regularly and is punctual.
   • Perform such other duties (which may require knowledge of other job descriptions) as may be assigned.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Elementary (K-8): Valid Counseling Certificate from TSPC or approval by Oregon Department of Education as a Child Development Specialist. Secondary (9-12): Valid Counseling Certificate from TSPC. Thorough knowledge of the Comprehensive Counseling Framework.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: High School Band Teacher/Pep Band Advisor
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

The teacher is the primary instructional delivery person in the classroom. Student achievement and growth are primarily dependent on the work and efforts of the teacher. The position is demanding, varied and complex. The teacher must have excellent communication and interpersonal skills and be well trained in content knowledge and teaching strategies.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Develop students’ technique for playing brass, woodwind, and percussion instruments and cover appropriate band literature styles for school and competitive performances.
2. Design and implement a wide variety of appropriate instructional activities for students of varying abilities and talents.
3. Evaluate student achievement and adjust instruction accordingly.
4. Teach a variety of vastly different skills on different instruments simultaneously.
5. Effectively manage large classes of students.
6. Organize and maintain a large inventory of equipment (hundreds of items worth several hundred thousand dollars.)
7. Organize and maintain a large inventory of instructional materials and music library.
8. Coordinates and supervises the high school pep band.
9. Plan logistics and transportation for up to 15 events outside of school per year.
10. Plan and organize concerts and other public performances.
    1. Scheduling
    2. Prepare and produce concert programs
    3. Logistics: arrange venue, transport equipment
    4. Organize and supervise large groups of students
11. Manage fundraising for band program.
12. Be responsible for budgeted and fundraised money accounts.
13. Maintain appropriate licenses and training hours as required.
14. Comply with applicable District, state, local and federal laws, rules and regulations.
15. Adheres to all standards established by Teachers Standards and Practices Commissions for Competent and Ethical Educator.
16. Professionally represents the school and the District in interactions with community and staff.
17. Complies with applicable District, state, local and federal laws, rules and regulations.
18. Attends work regularly and is punctual.
19. Perform such other duties (which may require knowledge of other job descriptions) as may be assigned.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• High school diploma or General Education Diploma (GED) and at least two years related experience and/or training or equivalent combination of education and experience.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Behavior Specialist
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

Provide evaluations and specially designed instruction, using research and evidence-based practices, for students with emotional and/or behavioral concerns that adversely affect their educational performance as it relates to special education law and eligibility.  Support school teams, families, and other staff through consultation, technical assistance, workshops/trainings, modeling of best practice instructional techniques, and crisis intervention.  Assists building administration in the planning, implementation and assessment of the school wide student management program and contributes to a positive school culture and climate.  Behavior Specialists address issues relevant to the student population they serve through one-on-one, small group, and classroom or school wide instruction.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Ability to assist in establishing and maintaining an effective learning climate in the school.
2. Ability to interpret and implement all Board policies, Federal and State Laws, Administrative Regulations and negotiated agreements.
3. Ability to assist in the development, revisions, and evaluation of the curriculum and/or instructional materials.
4. Ability to participate as a collaborative member of professional learning community.
5. Ability to assist in the development of school plans and organizational procedures for the health, safety, discipline, and conduct of students as established in district procedures.
6. Ability to serve as liaison between the school and community, interpreting activities and policies of the school and encouraging parent involvement with the school.
7. Ability to provide direction to others and to make independent judgments.
8. Ability to work harmoniously with others and to communicate effectively (both orally and in writing) with students, parents, teachers, and community.
9. Ability to maintain confidentiality when dealing with student, staff, and/or parent information.
10. Ability to communicate with individuals of varied cultural and educational backgrounds.
11. Ability to keep and maintain accurate records and to meet deadlines.
12. Teaches individual students strategies and skills including conflict resolution, responsibility, and problem solving.
13. Consults with, and assists, the school staff and parents in developing student behavioral expectations.
14. Plans, develops, and implements individual student behavior contracts in collaboration with parents and building administrators.
15. Works with identified students for the purpose of modifying behaviors.
16. Assists the administration in the implementation and evaluation of school-wide positive behavior procedures for all students.
17. Assesses, monitors, and provides feedback to students on their academic and/or behavioral progress as necessary.
18. Skill in leadership and facilitation, including problem solving and conflict resolution.
19. Excellent organization skills for effectively managing multiple tasks
20. Ability to understand, follow and communicate oral and written instructions.
21. Perform physical requirements which may include:
    1. Moderate to extensive degree of physical and emotional stamina;
    2. Frequent and prolonged standing, walking and sitting;
    3. Ability to restrain students when necessary;
    4. Frequent and prolonged talking/hearing conversations;
    5. Ability to physically lift or move a student on a regular basis; and
    6. Possible exposure to bodily fluids.
22. Provides Staff Development in the area of expertise.
23. Communicates regularly with the Director of Special Services, including progress of the program and all purchasing requests.
24. Demonstrates support for District Core Values, District Mission, District Strategic Plan, and School-wide Improvement Plan.
25. Maintains regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
26. Provides Staff Development in the area of expertise.
27. Communicates regularly with the Director of Special Services, including progress of the program and all purchasing requests.
28. Demonstrates support for District Core Values, District Mission, District Strategic Plan, and School-wide Improvement Plan.
29. Maintains regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
30. Participate collaboratively on teams to assist with the development and implementation of IEPs for eligible students with behavioral needs, including those with additional disabilities.
31. Complete functional performance section of Present Levels page, develop specially designed instruction for identified behavioral/social/emotional needs, and provide recommendations for Services page of IEP.
32. Attend IEP meetings for students with behavioral support services.
33. Implement specially designed instruction through direct service, related service and/or consultation services as determined in the IEP.
34. Conduct systematic probes of student progress and maintain continuous goal tracking systems.
35. Develop, maintain and communicate a schedule that meets service and consultation commitments outlined in all IEPs on specialist caseload.
36. Maintain all required paperwork within state- and federally-mandated time  requirements
37. Give input on Functional Behavior Assessments and assist in developing behavior/safety plans for students on behavioral specialist caseload; monitor implementation of behavior support plans/safety plans
38. Conduct or participate in Threat, Suicide, Sexual Risk and Suicide Risk Assessments for special education students as requested.
39. Consult with school teams that are completing FBAs and behavior/safety plans for students not on behavioral specialist caseload.
40. Participate in SST meetings and documentation.
41. Work collaboratively with colleagues, including case managers and instructional assistants, to implement and track behavior/safety plans with fidelity.
42. For general education students, consult with school teams that are completing the following: functional behavior assessments, behavior/safety plans, threat assessments, sexual risk and/or suicide risk assessments and attention deficit hyperactivity disorder (ADHD) screenings, 504s, etc...
43. Assist with immediate student crisis intervention situations including utilization of Mandt techniques, possible use of seclusion or restraint, etc.
44. Consult and collaborate with school CARE/SST teams.
45. With Administrative approval, may participate as a member of the regional and district crisis response teams.
46. Collaborate with community providers, parents, school district staff, and state agencies regarding students on the behavior specialist caseload.
47. Collaborate and consult with administrators, teachers, school counselors, and parents regarding non-special education student, as time allows.
48. Provide consultation and training for district special education  programs.  
    47. May provide training and follow-up activities for school teams on a variety of topics related to behavioral needs of students. 
    48. Assist the administration with disciplinary issues that may result in suspension and/or expulsions for special education students (i.e., manifestation determinations).   
    49. Demonstrate understanding of Special Education rules and regulations.
49. Demonstrate ability to adapt and utilize a variety of problem-solving strategies matched to different situations and people.
50. Attend and contribute to regular peer consultation meetings with behavioral/autism specialists team, including the special education PLC
51. Abides by federal and state laws and school district policies, procedures and rules.
52. Professionally represents the school and the District in interactions with community and staff.
53. Maintains appropriate certifications and training hours as required.
54. Complies with applicable District, state, local and federal laws, rules and regulations.
55. Attends work regularly and is punctual.
56. Perform such other duties (which may require knowledge of other job descriptions) as may be assigned.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: ELD Teacher
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

To work closely with the school and district staff, data teams and building and district leadership to develop, implement and sustain K-12 English Language Development.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

Instructional Service/Planning & Preparation

1. Develops appropriate lesson plans and instructional techniques in the English language.
2. Assists in the development and implementation of intervention programs.
3. Demonstrates the use of effective instructional strategies.
4. Provides support to general education teachers for lesson planning, including instructional strategies, the effective use of standards, and the backward planning process.
5. Links the classroom teacher to resources and services.
6. Identifies and implements classroom improvement programs designed to improve teaching practices to bring about desired student outcomes.
7. Provides support for effective instructional practices, the use of appropriate curriculum and student assessment procedures.
8. Models effective teaching, management and communication practices.
9. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
10. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
11. Plans and implements a program of study following state and district goals/standards that meets the individual needs and development of all students.

Professional Development

1. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement
2. Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
3. Maintains strength of knowledge and practice in instructional skills and strategies
4. Demonstrates knowledge of subject matter, seeks professional growth, improves classroom instruction, and qualifies for license renewal by following both state and district regulations
5. Participates in regular consultations with other district and instructional mentors to share ideas and strategies based on research and best practice that support teachers in their work.
6. Supports the implementation of workshops, courses, and training opportunities to meet the identified needs of effective intervention strategies and systems.
7. Maintains appropriate certifications and training hours as required.  

Data & Assessment

1. Participates as a member of the school data/PLC teams.
2. Identifies, gathers, interprets and disseminates data relevant to student learning.
3. Helps implement shared decision-making at the school.
4. Supports the coordination of assessment administration as directed.
5. Consults with the classroom teacher on the appropriate use of assessments and analyzing student learning data.
6. Evaluates student growth periodically and develops instructional plans for the future.

Case Management

1. Maintains confidentiality and professionalism when dealing with student, staff and/or parent information.
2. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
3. Ensures timely completion of tasks related to ELPA21 assessment, student monitoring, and curation of files.
4. Attends relevant IEP meetings for dual identified multilingual learners.

General Professionalism

1. Supports and contributes to the implementation of the school improvement program.
2. Demonstrates effective communication and problem solving skills.
3. Demonstrates  standards of moral character and behavior to serve as an effective role model for students.
4. Works harmoniously with others and to communicate effectively (both orally and in writing) with students, parents, staff and community.
5. Communicates with individuals of varied cultural and educational backgrounds.
6. Works effectively in an environment which can be both physically and emotionally fatiguing; perform physically demanding requirements of the job.
7. Builds capacity for teacher leadership through modeling professionalism, collegiality with peers, effective communication and conflict management, and continuing professional growth.
8. Models professionalism (i.e., collegiality with peers, continuing professional growth).
9. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
10. Maintains a professional relationship with colleagues.
11. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
12. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
13. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
14. Attends meetings and serves on committees as directed.
15. Maintains a high level of ethical behavior and confidentiality of information about students, parents and staff.
16. Acts as a friendly ambassador of the Mt. Angel School District.
17. Abides by federal and state laws and school district policies, procedures and rules.
18. Professionally represents the school and the District in interactions with community and staff.
19. Complies with applicable District, state, local and federal laws, rules and regulations.
20. Attends work regularly and is punctual.
21. Performs such other duties (which may require knowledge of other job descriptions) as may be assigned.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject area and ESOL endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Native proficiency in English; proficiencies in a second language preferred. Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Multilingual Specialist/TOSA
Reports To: Special Services Director
FLSA Status: Exempt

JOB SUMMARY

Support the Districts’ use of relational learning principles that provide instruction, modeling and classroom norms that honor multilingual (ML) students’ intersectional identities, promote self-efficacy and contribute to healthy development through providing professional learning opportunities, allocating resources and aligning policies. Address multilingual partner engagement through district policy and implementation decisions.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

Systems Improvement
Supports and contributes to the implementation of district improvement initiatives by:

1. Integrating the goals of the ML program with wider district systems.
2. Researching effective practices at district, school, and classroom levels– and communicating relevant information with collaborative groups.
3. Identifying, gathering, interpreting, and disseminating district-wide data relevant to the needs of ML learners in a way that guides decision making and instruction.
4. Aligning and delivering professional development to staff that connects to district priorities and ML program priorities.
5. Communicating regularly with relevant parties regarding ML systems, data, and priorities.
6. Elevating student voice and advocating for equity in decision making at the district, school, and classroom level. 

Professional Development
Provide professional development to staff that supports the goals and objectives of the ML program by:

7. Providing professional development, which has been aligned to meet the identified needs of ML students via effective intervention strategies and systems, to staff in larger group settings as well as job-embedded settings.
8. Demonstrating the use of effective instructional strategies through guiding, modeling, and co-teaching.
9. Providing support for lesson planning, including instructional strategies, the effective use of standards, and the backward planning process.
10. Consulting with the classroom teacher regarding the appropriate use of assessments and analyzing student learning data.
11. Linking the classroom teacher to resources and services.

Program Management
Maintains the basic functions of the ML program by:

12. Supporting the coordination and logistics of planned ML services and assessment.
13. Assisting in the development and implementation of intervention programs.
14. Maintaining accurate, complete and confidential records as required by law, district policy and administrative regulations.
15. Attending meetings and serving on committees as directed.

Direct Service
Supports the classroom learning of students by:

16. Designing course offerings that align with the academic and/or SEL needs of ML students.
17. Delivering instruction to ML students that is connected with the priorities and data of the ML program, as directed.
18. Providing academic modifications for special needs students as needed.

General Expectations
Demonstrates professionalism by:

19. Communicating effectively with students, parents, staff and community; including those of varied cultural and educational backgrounds.
20. Demonstrating knowledge of subject matter, seeking professional growth, improving classroom instruction, and qualifying for license renewal by following both state and district regulations.
21. Continually evaluating and reappraising professional performance using district guidelines;  assuming the responsibility for seeking help and advice and taking full responsibility for demonstrating professional growth and needed improvement.
22. Demonstrating standards of moral character, professionalism, and behavior to serve as an effective role model for students.
23. Maintaining a professional relationship with colleagues.
24. Maintaining confidentiality when dealing with student, staff and/or parent information.
25. Working effectively in an environment which can be both physically and emotionally fatiguing; performing physically demanding requirements of the job.
26. Taking reasonable precautions to provide for the health and safety of the students and to protect equipment, materials and facilities.
27. Acting as a friendly ambassador of the Mt. Angel School District.
28. Abiding by federal and state laws and school district policies, procedures and rules.
29. Professionally representing the school and the District in interactions with community and staff.
30. Maintaining appropriate certifications and training hours as required.
31. Complying with applicable district, state, local and federal laws, rules and regulations.
32. Attending work regularly and being punctual.
33. Performing such other duties (which may require knowledge of other job descriptions) as may be assigned.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject area and ESOL endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Native proficiency in English; proficiencies in a second language preferred. Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Intervention Specialist
Reports To: Building Principal
FLSA Status: Exempt

JOB SUMMARY

Provides instruction, both 1-on-1 and in small groups, in reading, math, and/or language to students, grades K-5, in Title 1 schools. Instruction supports all students, but with an emphasis upon supporting students identified as at or below grade level in essential standards.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Develops, on the basis of diagnostic information, an instructional plan for assigned students.
2. Plans and provides for instruction toward the goals and objectives specified for the students assigned.
3. Organizes content and skills so that learning objectives are recognizable to the student and other observers.
4. Administers tests to students for the purpose of student placement, assessment of progress, and assessment of student instructional needs.
5. Matches activities and materials to individual and group skills and needs.
6. Documents student progress and skill acquisition.
7. Collaborates in selecting appropriate instructional materials and strategies for students.
8. Establishes and maintains an orderly and supportive classroom environment in which students are actively participating and show respect for one another and for the teacher.
9. Maximizes time when students are paying attention and working on tasks directly related to the subject matter.
10. Ensures students understand what to do before undertaking assignments.
11. Assesses, keeps track of, and provides feedback promptly and often to students on their progress and assignments.
12. Participates in staff meetings/activities/staff development for school/staff.
13. Follows specified standards, policies, and procedures of the building and District.
14. Abides by federal and state laws and school district policies, procedures and rules.
15. Professionally represents the school and the District in interactions with community and staff.
16. Maintains appropriate certifications and training hours as required.
17. Complies with applicable District, state, local and federal laws, rules and regulations.
18. Attends work regularly and is punctual.
19. Perform such other duties (which may require knowledge of other job descriptions) as may be assigned.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Work collaboratively with classroom teachers.
2. Work with elementary age children.
3. Work with a variety of learners, K-5, in a Title 1 Environment.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Reading Specialist
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

Provides instruction, both 1-on-1 and in small groups, in reading and literacy to students, grades K-5, in Title 1 schools. Instruction supports all students, but with an emphasis upon supporting students identified as at or below grade level.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Develops, on the basis of diagnostic information, an instructional plan for assigned students.
2. Plans and provides for literacy instruction toward the goals and objectives specified for the reading abilities of the students assigned.
3. Organizes content and skills so that learning objectives are recognizable to the student and other observers.
4. Administers tests to students for the purpose of student placement, assessment of progress, and assessment of student instructional needs.
5. Matches activities and materials to individual and group skills and needs.
6. Documents student progress and literacy skills acquisition.
7. Collaborates in selecting appropriate reading materials and strategies for students.
8. Establishes and maintains an orderly and supportive classroom environment in which students are actively participating and show respect for one another and for the teacher.
9. Maximizes time when students are paying attention and working on tasks directly related to the subject matter.
10. Makes sure students understand what to do before undertaking assignments.
11. Assesses, keeps track of, and provides feedback promptly and often to students on their progress and assignments.
12. Participates in staff meetings/activities/staff development for school/staff.
13. Follows specified standards, policies, and procedures of the building and District.
14. Abides by federal and state laws and school district policies, procedures and rules.
15. Professionally represents the school and the District in interactions with community and staff.
16. Maintains appropriate certifications and training hours as required.
17. Complies with applicable District, state, local and federal laws, rules and regulations.
18. Attends work regularly and is punctual.
19. Perform such other duties (which may require knowledge of other job descriptions) as may be assigned.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Work collaboratively with classroom teachers.
2. Work with primary age children.
3. Work with struggling learners, K-5, in a Title 1 Environment.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level and reading endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher – Special Education – Elementary/Middle School (Grades K-8)
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

This position provides special education services to students with a variety of disabilities in a classroom or resource room setting. The teacher instructs students, maintains student discipline and is responsible for student academic achievement.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Follows and maintains knowledge of all District policies and procedures.
2. Develops and maintains a classroom environment conducive to effective learning within the limits of the resources provided by the District.
3. Tests elementary students for special education qualification, writes IEPs and behavioral plans, updates achievement goals, reviews IEPs, and chairs IEP meetings.
4. Designs and implements appropriate elementary special education instruction in accordance with students' special needs, interests, abilities, and District curriculum and state standards.
5. Provides direct instruction with students with a variety of special needs.
6. Instructs special education and life skills students and assigns relevant homework.
7. Grades papers, assignments and assessments promptly and accurately.
8. Assesses and evaluates student data to determine abilities, placement and progress, as required.
9. Prepares elementary and middle school students’ referral paperwork, report cards and progress reports.
10. Develops appropriate lesson plans and educational materials for students with special needs.
11. Assesses the accomplishments of students on a regular basis using formative and summative assessments and maintains such records as required by law and by District policy.
12. Assists in the selection of equipment and instructional materials for elementary and middle school special education students.
13. Prepares purposeful assignments for teacher aide(s) and assists with implementation.
14. Utilizes a variety of instructional techniques and instructional media, consistent with the needs, and capabilities of the individuals or student groups involved.
15. Tests students for special education qualification, writes IEPs and behavioral plans, develop updates goals and objectives, reviews IEPs, and conducts IEP meetings.
16. Works with other District staff to implement IEPs, verify compliance with state and federal special education laws and check on student progress.
17. Facilitates parent/teacher conferences.
18. Supervises groups of children before and after school and at recess and lunch ensuring safety and security at all times.
19. Takes all responsible precautions to provide for the health and safety of the students and to protect equipment, materials and facilities.
20. Works to establish and maintain open lines of communication with students and their parents concerning both the broad academic and behavioral progress of their students.
21. Works to establish and maintain open lines of communication with the administration, other staff members and District patrons.
22. Assists in determining and evaluating educational goals consistent with District philosophy and strives to implement those goals by instruction and action.
23. Cooperates with other members of the staff in planning instructional goals, objectives, curriculum and instructional methods.
24. Assists the administration in implementing policies and rules governing student activities and conduct.
25. Ability to obtain MANDT certification.
26. Obtains special training as directed to meet the unique needs of assigned student(s).
27. Maintains appropriate certifications and training hours, as required.
28. Complies with applicable District, state, local and federal laws, rules and regulations.
29. Attends work regularly and is punctual.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff, IEP and grade level meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Bachelor's degree (B.A. or B.S.) or equivalent from four-year college or university required, Master’s degree (M.A. or M.S.) strongly preferred.  Must be highly qualified under the reauthorized ESEA. Prior successful experience teaching elementary and middle school special education students in a school setting strongly preferred.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to successfully work with and teach young students with a variety of disabilities.
• Ability to communicate fluently in English both verbally and in writing.    Ability to effectively present information and respond effectively to questions in one-on-one, small group situations to students and other school staff. Ability to respond effectively to the most sensitive inquiries or complaints. Ability to make effective presentations on controversial or complex topics. Ability to read and interpret documents such as safety rules, IEPs, operating and maintenance instructions, procedure manuals and governmental regulations. Ability to write routine reports, e-mails, and correspondence.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent and draw and interpret bar graphs.
• Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of instructions in varying forms and deal with several abstract and concrete variables. Ability to problem solve and deal with a variety of concrete variables in situations where only limited standardization exists.
• General knowledge of computer usage and ability to use, e-mail, internet software, word processing software, and spreadsheets. Ability to type accurately and proficiently.
• Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of students with varying disabilities. Ability to exercise good judgment and work in a dynamic environment and appropriately react to a wide spectrum of behaviors of special needs students.
• Certificates as determined by the District including meeting current highly qualified requirements under the reauthorized ESEA. Must have a valid teacher's license and special education endorsement through the Teachers Standards and Practices Commission (TSPC), and CPR/First Aid card.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher – Special Education – High School
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

This position is responsible for providing special educational services to high and post high school students (9th grade - 21 years) in a classroom and life skills classroom setting. The teacher instructs students, maintains student discipline and is responsible for student academic achievement.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Follows and maintains knowledge of all District policies and procedures.
2. Develops and maintains a classroom environment conducive to effective learning within the limits of the resources provided by the District.
3. Tests students for special education qualification, writes IEPs and behavioral plans, updates achievement goals, reviews IEPs, and chairs IEP meetings.
4. Designs and implements appropriate special education instruction in accordance with students' special needs, interests, abilities, and District curriculum and state standards.
5. Provides direct instruction with students with a variety of special needs.
6. Plans purposeful assignments for teacher aide(s) and assists with implementation.
7. Assists in the selection of equipment and instructional materials.
8. Instructs special education and life skills students and assigns relevant homework.
9. Grades papers, assignments, and assessments promptly and accurately.
10. Assesses the accomplishments of students on a regular basis using formative and summative assessments and maintains such records as required by law and by District policy.
11. Prepares report cards and progress reports.
12. Works with other District staff to implement IEPs, and verify compliance with state and federal special education laws and checks on student progress.
13. Facilitates conferences with students and parents.
14. Completes required paperwork accurately and in a specified time and manner.
15. Conducts appropriate assessments of students' work and maintains accurate and regular data on students in areas of attendance, grades and IEP progress, if applicable.
16. Assists students with tracking assignments and managing behaviors.
17. Supervises students in hallways before, after and between classes, in library, and at special events, ensuring safety and security.
18. Assists the administration in implementing policies and rules governing student life and conduct.
19. Works to establish and maintain open lines of communication with students and their parents concerning the academic and behavioral progress of their students through conferences, written messages, telephone calls and/or e-mail.
20. Promptly reports any serious accident or illness affecting students in the teacher's charge or any incident which might affect the school, teachers or students therein.
21. Takes all responsible precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
22. Appropriately maintains and secures confidential records and inquiries.
23. Ability to obtain MANDT certification.
24. Maintains appropriate certifications and training hours as required.
25. Cooperates with other members of the staff in planning instructional goals, objectives, curriculum and instructional methods.
26. Obtains special training as directed to meet unique needs of assigned student(s).
27. Professionally represents the school and the District in interactions with parents, community, staff and students.
28. Complies with applicable District, state, local and federal laws, rules and regulations.
29. Attends work regularly and is punctual.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Bachelor's degree (B.A. or B.S.) or equivalent from four-year college or university required, Master’s degree (M.A. or M.S.) strongly preferred.  Must be highly qualified under the reauthorized ESEA. Prior successful experience teaching high school students with special needs in a school setting strongly preferred.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to successfully work with and adolescent students with a variety of disabilities.
• Ability to communicate fluently in English both verbally and in writing. Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, IEPs, or governmental regulations. Ability to write reports, emails, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from students, staff and the public.
• Ability to apply advanced mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, rations, and proportions to practical situations.
• Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to respond to situations in a proactive manner. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• General knowledge of computer usage and ability to use, e-mail, internet and word processing software, and spreadsheets. Ability to type accurately and proficiently.
• Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of adolescent students. Possesses knowledge of effective behavior management methods. Ability to meet time lines and exercise good judgment while working in a dynamic environment and appropriately react to a wide spectrum of behaviors of special needs students.
• Certificates as determined by the District including meeting current highly qualified requirements under the reauthorized ESEA. Must have a valid teacher's license and special education endorsement(s) through the Teachers Standards and Practices Commission (TSPC), CPR/First Aid card and Oregon Driver License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher—Special Education—Transition Program (ages 16-21)
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

This position provides special education services to students with a variety of disabilities in a classroom or community-based setting.  The teacher instructs students, maintains student discipline, is responsible for student achievement and IDEA case management.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Follows and maintains knowledge of all District policies and procedures
2. Develops and maintains a classroom environment conducive to effective learning within the limits of the resources provided by the District.
3. Tests/Assesses students for special education eligibility; participates in the determination of student eligibility for special education programs and assists in the development of the assessment summary.
4. Explains assessment results to and develops corresponding recommendations for teachers and parents.
5. Develops IEPs (including behavior support plans) with criterion-referenced present levels of performance and writes measureable annual goals/objectives related to assessment results; updates goals, revises IEPs as appropriate and facilitates IEP meetings.
6. Develops functional behavior assessments and behavior support plans; revises as necessary.  Utilizes positive and effective classroom behavior management techniques; designs reinforcements systems for students.
7. Designs and implements appropriate specially designed instruction in accordance with students’ individualized needs, interests, abilities and District curriculum and state standards.
8. Provides direct instruction and designs appropriate individual prescriptive programs in academics, functional academics, communication skills, social skills, independent living skills, behavior, study skills, transition and maintains regular (i.e., daily or weekly) data on those programs.
9. Grades papers, assignments and assessments (both formative and summative) promptly and accurately.
10. Maintains an effective IEP data collection system; assesses and evaluates student progress on a regular basis to determine abilities, placement and progress as required; maintains such records as required by law and District policy.
11. Provides parents with written IEP progress reports at regular report card intervals.
12. Completes required paperwork timely and accurately.
13. Works with other District staff to ensure implementation of IEPs and verify compliance with state and federal special education laws & checks on students’ progress; provides inservice, consultation and/or materials as needed to District staff.
14. Assists in the selection of equipment and/or instructional materials for students with special needs.
15. Prepares students to access community and employment-related endeavors; traveling to the community may be required.
16. Develops appropriate lessons plans and educational materials for students with special needs.
17. Prepares purposeful assignments, schedules and lesson plans for instructional assistant(s) and assists with implementation.
18. Utilizes a variety of instructional techniques and instructional media, consistent with the needs and capabilities of the individuals or student groups involved.
19. Assists students with tracking assignments and managing behaviors.
20. Maintains current certification in District-adopted behavior intervention/support system (e.g., Mandt, OIS, CPI, etc.).
21. Facilitates parent/teacher conferences.
22. Supervises groups of children ensuring safety and security at all times.
23. Monitors students’ attendance and grades.
24. Takes all responsible precautions to provide health and safety of the students to protect equipment, materials and facilities.
25. Works to establish and maintain open lines of communication with students and their parents concerning both the broad academic and behavioral progress of their students through conferences, written messages, telephone calls and/or emails.
26. Assists the administration in implementing policies and rules governing student life and conduct.
27. Promptly reports any serious accident or illness affecting students in the teacher’s charge or any incident which might affect the school, teacher or students therein.
28. Appropriately maintains and secures confidential records & inquiries; has a system in place to manage confidential information.
29. Works to establish and maintain open lines of communication with the administration, other staff members, related service personnel and District patrons.
30. Assists in determining and evaluating educational goals consistent with District philosophy and strives to implement those goals by instruction and action.
31. Ability to obtain MANDT certification.
32. Maintains appropriate certifications and training hours as required.
33. Cooperates with other members of the staff in planning instructional goals, objectives, curriculum and instructional methods.
34. Obtains special training as directed to meet unique needs of assigned student(s).
35. Professionally represents the school and the District in interactions with parents, community, staff and students.
36. Complies with applicable District, state, local and federal laws, rules and regulations.
37. Attends work regularly and is punctual.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal Duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff, IEP and grade-level (PLC) meetings.
3. Substitutes for other teachers as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity, etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Bachelor's degree (B.A. or B.S.) or equivalent from four-year college or university required, Master’s degree (M.A. or M.S.) strongly preferred.  Must be highly qualified under the reauthorized ESEA. Prior successful experience teaching high school students with special needs in a school setting strongly preferred.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to successfully work with and adolescent students with a variety of disabilities.
• Ability to communicate fluently in English both verbally and in writing. Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, IEPs, or governmental regulations. Ability to write reports, emails, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from students, staff and the public.
• Ability to apply advanced mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, rations, and proportions to practical situations.
• Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to respond to situations in a proactive manner. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• General knowledge of computer usage and ability to use, e-mail, internet and word processing software, and spreadsheets. Ability to type accurately and proficiently.
• Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of adolescent students. Possesses knowledge of effective behavior management methods. Ability to meet time lines and exercise good judgment while working in a dynamic environment and appropriately react to a wide spectrum of behaviors of special needs students.
• Certificates as determined by the District including meeting current highly qualified requirements under the reauthorized ESEA. Must have a valid teacher's license and special education endorsement(s) through the Teachers Standards and Practices Commission (TSPC), CPR/First Aid card and Oregon Driver License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher – Special Education – Social Learning Center
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

The Social Learning Center is a part of the continuum of placement options for students who demonstrate significant behavioral challenges that prevent them from fully accessing the general education setting. The Special Education Social Learning Center Teacher plans and implements appropriate instruction and behavioral programs for students with Emotional Disturbances or students with Emotional/Behavioral needs identified on the IEP. The Special Education Social Learning Center Teacher promotes and develops successful learning for students who are eligible for IDEA services, manages an assigned caseload, maintains regular communication with those students, their parents and appropriate staff members and is responsible for development, revision and implementation of IEPs. Additionally, the Special Education Social Learning Center Teacher is responsible for monitoring and supporting instruction of students in a variety of learning environments and collaborating with general education teachers to allow for meaningful inclusion in the mainstream classroom. The Special Education Social Learning Center Teacher oversees the work of classified instructional assistants assigned to the SLC program and leads/guides the work of these staff working with students assigned to the Special Education Social Learning Center Teacher's caseload.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Follows and maintains knowledge of all District policies and procedures.
2. Develops and maintains a classroom environment conducive to effective learning within the limits of the resources provided by the District.
3. Works with specialists to provide each student with full range of needed services.
4. Tests elementary students for special education qualification, writes IEPs and behavioral plans, updates achievement goals, reviews IEPs, and chairs IEP meetings.
5. Designs and implements appropriate elementary special education instruction in accordance with students' special needs, interests, abilities, and District curriculum and state standards.
6. Provides direct instruction with students with a variety of special needs.
7. Implements a program-approved classroom monitoring system, i.e., providing an environment where students learn lagging skills, with a particular focus on skills needed to be Safe, Respectful and Responsible.
8. Communicates expectations, monitors and reinforces student behavior positively to facilitate learning.
9. Provides direct instruction, assistance, and professional guidance to classroom instructional staff and support staff. Prepares purposeful assignments for teacher aide(s) and assists with implementation.
10. Develops and implement behavior plans as aligned with program model.
11. Grades papers, assignments and assessments promptly and accurately.
12. Assesses and evaluates student data to determine abilities, placement and progress, as required.
13. Prepares elementary school students’ referral paperwork, report cards and progress reports.
14. Develops appropriate lesson plans and educational materials for students with special needs.
15. Assesses the accomplishments of students on a regular basis using formative and summative assessments and maintains such records as required by law and by District policy.
16. Assists in the selection of equipment and instructional materials for elementary and middle school special education students.
17. Utilizes a variety of instructional techniques and instructional media, consistent with the needs, and capabilities of the individuals or student groups involved.
18. Tests students for special education qualification, writes IEPs and behavioral plans, develop updates goals and objectives, reviews IEPs, and conducts IEP meetings.
19. Works with other District staff to implement IEPs, verify compliance with state and federal special education laws and check on student progress.
20. Facilitates parent/teacher conferences.
21. Supervises groups of children before and after school and at recess and lunch ensuring safety and security at all times.
22. Takes all responsible precautions to provide for the health and safety of the students and to protect equipment, materials and facilities.
23. Works to establish and maintain open lines of communication with students and their parents concerning both the broad academic and behavioral progress of their students.
24. Works to establish and maintain open lines of communication with the administration, other staff members and District patrons.
25. Assists in determining and evaluating educational goals consistent with District philosophy and strives to implement those goals by instruction and action.
26. Cooperates with other members of the staff in planning instructional goals, objectives, curriculum and instructional methods.
27. Assists the administration in implementing policies and rules governing student activities and conduct.
28. Obtains special training as directed to meet the unique needs of assigned student(s).
29. Ability to obtain MANDT certification.
30. Maintains appropriate certifications and training hours, as required.
31. Complies with applicable District, state, local and federal laws, rules and regulations.
32. Maintains consistent and predictable attendance to meet the requirements of the position.
33. Perform other duties as assigned.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff, IEP and grade level meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Bachelor's degree (B.A. or B.S.) or equivalent from four-year college or university required, Master’s degree (M.A. or M.S.) strongly preferred.  Must be highly qualified under the reauthorized ESEA. Prior successful experience teaching elementary and middle school special education students in a school setting strongly preferred.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to successfully work with and teach young students with a variety of disabilities.
• Ability to communicate fluently in English both verbally and in writing.    Ability to effectively present information and respond effectively to questions in one-on-one, small group situations to students and other school staff. Ability to respond effectively to the most sensitive inquiries or complaints. Ability to make effective presentations on controversial or complex topics. Ability to read and interpret documents such as safety rules, IEPs, operating and maintenance instructions, procedure manuals and governmental regulations. Ability to write routine reports, e-mails, and correspondence.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent and draw and interpret bar graphs.
• Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of instructions in varying forms and deal with several abstract and concrete variables. Ability to problem solve and deal with a variety of concrete variables in situations where only limited standardization exists.
• General knowledge of computer usage and ability to use, e-mail, internet software, word processing software, and spreadsheets. Ability to type accurately and proficiently.
• Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of students with varying disabilities. Ability to exercise good judgment and work in a dynamic environment and appropriately react to a wide spectrum of behaviors of special needs students.
• Certificates as determined by the District including meeting current highly qualified requirements under the reauthorized ESEA. Must have a valid teacher's license and special education endorsement through the Teachers Standards and Practices Commission (TSPC), and CPR/First Aid card.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: ELL District Program TOSA
Reports To: Special Services Director
FLSA Status: Exempt

JOB SUMMARY

Support the Districts’ use of relational learning principles that provide instruction, modeling and classroom norms that honor EL students’ intersectional identities, promote self-efficacy and contribute to healthy development through professional learning opportunities, instructional coaching, allocating resources and aligning policies. Address EL Stakeholder engagement through district policy and implementation decisions.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Ability to explain theories of first and second language learning and their implications for classroom instruction
2. Supports and contributes to the implementation of the district improvement program.
3. Participates as a member of the school data/PLC teams.
4. Identifies, gathers, interprets and disseminates districtwide data relevant to student learning.
5. Disseminates information on effective research about instruction, curriculum, and assessment practices which lead to student success.
6. Demonstrates effective communication and problem solving skills.
7. Facilitates articulation with all levels K-12.
8. Supports the coordination of assessment administration as directed.
9. Assists in the development and implementation of intervention programs
10. Ability to demonstrate knowledge of subject matter, to seek professional growth, improve classroom instruction, and to qualify for license renewal by following both state and district regulations
11. Ability to demonstrate standards of moral character and behavior to serve as an effective role model for students.
12. Ability to work harmoniously with others and to communicate effectively (both orally and in writing) with students, parents, staff and community.
13. Ability to maintain confidentiality when dealing with student, staff and/or parent information.
14. Ability to communicate with individuals of varied cultural and educational backgrounds.
15. Ability to work effectively in an environment which can be both physically and emotionally fatiguing; perform physically demanding requirements of the job.
16. Provide coaching through observation and feedback, setting goals, reflection activities, one-to-one interaction, and emotional support.
17. Maintain confidentiality and professionalism in the teacher/coach relationship when working with administrators and others in the profession.
18. Demonstrate the use of effective instructional strategies through guiding, modeling, and co-teaching.
19. Provide support for lesson planning, including instructional strategies, the effective use of standards, and the backward planning process.
20. Consult with the classroom teacher on the appropriate use of assessments and analyzing student learning data.
21. Link the classroom teacher to resources and services.
22. Build capacity for teacher leadership through modeling professionalism, collegiality with peers, effective communication and conflict management, and continuing professional growth.
23. Participate in regular consultations with other district and instructional mentors to share ideas and strategies based on research and best practice that support teachers in their work.
24. Provide professional development to teachers in large and small group settings.
25. Models professionalism (i.e., collegiality with peers, continuing professional growth).
26. Develops and implements workshops, courses, and training opportunities to meet the identified needs of effective intervention strategies and systems.
27. Identifies and implements classroom improvement programs designed to improve teaching practices to bring about desired student outcomes.
28. Provides support for effective instructional practices, the use of appropriate curriculum and student assessment procedures.
29. Evaluates and monitors trainings and activities for improvement, as assigned.
30. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
31. Maintains a professional relationship with colleagues.
32. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
33. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
34. Satisfactorily performs professional responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
35. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
36. Provides academic modifications for special needs students as needed.
37. Attends meetings and serves on committees as directed.
38. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
39. Act as a friendly ambassador of the Mt. Angel School District.
40. Abides by federal and state laws and school district policies, procedures and rules.
41. Professionally represents the school and the District in interactions with community and staff.
42. Maintains appropriate certifications and training hours as required.
43. Complies with applicable District, state, local and federal laws, rules and regulations.
44. Attends work regularly and is punctual.
45. Perform such other duties (which may require knowledge of other job descriptions) as may be assigned.  

Additional HB 3499 Grant Responsibilities Related to this Position:

• Research, design, implement/carry out the goals of the HB 3499 grant
• Collect data and develop systems related to the goals of this work to create sustainability
• Create a comprehensive plan to address EL opportunities, achievement and success in the Mt. Angel School District through:
  • Researching integrated ELD model
  • Design job-embedded professional development around the integrated ELD model, including collective responsibility and sustainability
  • Instructional coaching frameworks for ELD
  • Elevating student voice
  • Gap analysis to inform standards mapping and curriculum adoptions
• Collaborate with and support the work of the Family Engagement Specialist

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject area and ESOL endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Native proficiency in English; proficiencies in a second language preferred. Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: TEACHER – WELDING
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

Instructs career and technical education classes in welding and supervises student activities related to the above so that students develop the skills, knowledge, and attitudes related to employment in welding-related occupations.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Plans a program of study welding education that meets the individual needs, interests and abilities of students and meets the requirements of District curriculum and state standards that may include but is not limited to: leadership training and personal development; safety; welding and career preparation.
2. Coordinates the placement, supervision and evaluation of students on internship and cooperative work experience sites as assigned.
3. Matches activities and materials to individual and group skills and needs.
4. Order supplies.
5. Designs or selects and uses planned sequences of instruction for the development of occupational skills and knowledge.
6. Assists in supervising and planning meetings, award presentations, fundraisers and community service projects.
7. Supervises students at local, state and District competitions and activities.
8. Assists students in completing state proficiency award applications by deadlines.
9. The instructor will outline a calendar detailing available welding activities and judging contests that he/she will be attending.
10. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
11. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
12. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
13. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
14. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
15. Evaluates each student’s growth periodically and develops instructional plans for the future.
16. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
17. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
18. Encourages students to set and maintain appropriate standards of classroom behavior.
19. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
20. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
21. Maintains a professional relationship with colleagues.
22. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
23. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
24. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
25. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
26. Provides academic modifications for special needs students.
27. Attends meetings and serves on committees as directed.
28. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
29. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
30. Act as a friendly ambassador of the Mt. Angel School District.
31. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Associate's degree and industry experience required.  CTE licensure required within 2 years of hire.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader/Teacher on Special Assignment (TOSA) –  Elementary Intervention Specialist
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

To work closely with the school staff, school data team, and building and district leadership to develop a K-5 multi-tiered student support system (MTSS).

ESSENTIAL REQUIREMENTS

To perform this job successfully, an individual must be able to execute each requirement satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability needed for the position.

• Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject area endorsement
• Supports and contributes to the implementation of the school improvement program.
• Participates as a member of the school data/PLC teams.
• Identifies, gathers, interprets and disseminates school-wide data relevant to student learning.
• Fosters and encourages team building among the staff and community.
• Helps implement shared decision making at the school.
• Disseminates information effective research about instruction, curriculum, and assessment practices which lead to student success.
• Demonstrates effective group process and problem solving skills.
• Serves as an active participant of the school improvement process.
• Facilitates articulation with all levels K-5.
• Supports the coordination of assessment administration as directed.
• Assists in the development and implementation of intervention programs as directed.
• Ability to maintain strength of knowledge and practice in instructional skills and strategies
• Ability to demonstrate knowledge of subject matter, to seek professional growth, improve classroom instruction, and to qualify for license renewal by following both state and district regulations
• Ability to demonstrate standards of moral character and behavior to serve as an effective role model for students
• Ability to work harmoniously with others and to communicate effectively (both orally and in writing) with students, parents, staff and community
• Ability to maintain confidentiality when dealing with student, staff and/or parent information
• Ability to communicate with individuals of varied cultural and educational backgrounds
• Ability to work effectively in an environment which can be both physically and emotionally fatiguing; perform physically demanding requirements of the job

Essential Duties and Responsibilities (other duties may also be assigned):

1. Models professionalism (i.e., collegiality with peers, continuing professional growth).
2. Develops and implements workshops, courses, and training opportunities to meet the identified needs of effective intervention strategies and systems.
3. Identifies and implements classroom improvement programs designed to improve teaching practices to bring about desired student outcomes.
4. Provides support for effective instructional practices, the use of appropriate curriculum and student assessment procedures.
5. Models effective teaching, management and communication practices.
6. Provides ongoing in-service and training to refine and maintain instructional classroom management skills.
7. Evaluates and monitors trainings and activities for improvement, as assigned.
8. Assists in planning and conducting activities and programs for beginning teachers and mentors.
9. Provides ongoing classroom assistance through peer oriented observation and feedback.
10. Assists in preparation of lessons; interpreting and using curriculum materials and guides; organizing classroom procedures and rules; and reviewing school and district policies and procedures.
11. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of all students.
12. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
13. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
14. Evaluates student growth periodically and develops instructional plans for the future.
15. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
16. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
17. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
18. Maintains a professional relationship with colleagues.
19. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
20. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
21. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
22. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
23. Provides academic modifications for special needs students as needed.
24. Attends meetings and serves on committees as directed.
25. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
26. Act as a friendly ambassador of the Mt. Angel School District.
27. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

CERTIFICATES, LICENSES, REGISTRATIONS, BONDING AND/OR TESTING REQUIRED:

1. Valid Oregon Teaching License with appropriate endorsements if required.
2. Possess a valid First Aid card if required.
3. Possess a valid Oregon Driver’s License if required.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch. The employee must regularly lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment combines a standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard classroom setting. The noise level in the work environment is usually low to moderate, but occasionally high depending upon student population and activities. The employee is occasionally exposed to wet or humid conditions and/or outdoor weather conditions. The employee may be exposed to bloodborne pathogens.

Job Description

Job Title: Teacher Leader - Dyslexia Advisor
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

To provide guidance and support for teachers and staff in regard to students demonstrating dyslexia risk factors and provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
• Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues.

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Advise on how building will administer the required screening assessments by SB 612/1003.
• Advise as a member of school level problem solving team (climate team, SST)
• Advise school teams on implementing Tier 2 or 3 interventions for students demonstrating dyslexia risk factors.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - AVID Site Coordinator Elementary
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

To provide leadership in the development of an AVID Schoolwide site and provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Meet regularly with building administrator and AVID District Director.
24. Regularly scheduled collaboration with other district site coordinators.
25. Participate in district leadership meetings.

 TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture 

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
• Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues.
• Acts as a liaison with district administration.
• Active member of the AVID Site Team and has attended Summer Institute.

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning.

Promoting Professional Learning for Continuous Improvement

• Collaborates with colleagues and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
• Facilitates professional learning among colleagues. Key Stakeholder as the instructional leader for the AVID  Elementary site.
• Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
• Coordinates AVID with other categorical and core curriculum programs to provide alignment.
• Models and provides professional learning on AVID methodologies for other staff members of the school.

Facilitating Improvements in Instruction and Student Learning

• Participates in the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture.
• Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
• Provides philosophical and financial support for AVID teachers and students.

Promoting the Use of Assessments and Data for School and District Improvement

• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
• Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning. Assists teachers in disaggregating student-level data (pre-/mid-/post-assessments) and guides decisions on the impact to instruction.
• Oversees certification and implementation processes.
• Inputs and submits AVID Elementary site-level data.

Improving Outreach and Collaboration with Families and Community

• Develops a shared understanding among colleagues of the diverse educational needs of families and the community.
• Communicates and encourages support for AVID teachers, parents, and community.
• Contacts community partners and organizations for support in obtaining materials, such as notebooks, folders, supplies etc.
• Visits implementing AVID Elementary classrooms and supports and promotes the use of AVID strategies and WICOR schoolwide.

Advocating for Student Learning and the Profession

• Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
• Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students. 

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - Elementary PLC
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

Support PLC teams in developing processes to collect and analyze student data and to provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Meet regularly with building administrator.
24. Regularly scheduled collaboration with PLC teams and other PLC teacher leaders.
25. Participate in district leadership meetings.
26. Participate in PLC professional development, agreed upon with building supervisor.

 TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning. 

Promoting Professional Learning for Continuous Improvement

• Collaborates with colleagues, other PLC teacher leaders, and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
• Facilitates professional learning among colleagues and PLC with other PLC teacher leaders.
• Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

Facilitating Improvements in Instruction and Student Learning

• Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture.
• Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Promoting the Use of Assessments and Data for School and District Improvement

• Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
• Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning.
• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
• Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.

Advocating for Student Learning and the Profession

• Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
• Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - High School AVID Site Coordinator
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

To provide leadership in the development of an AVID Schoolwide site and provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11.  Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Meet regularly with building administrator and AVID District Director.
24. Regularly scheduled collaboration with other district site coordinators.
25. Participate in district leadership meetings. 

TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
• Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues.
• Is a strong student advocate who is committed to the philosophy of AVID, including support for equity and access for all students to advanced classes.
• Leads the building of an active, participatory AVID Site Team.
• Provides the leadership for the development and maintenance of an active Site Team
• Acts as the liaison between the Site Team, principal, and AVID District Director.
• Acts as the liaison with the principal, AVID counselor, and AVID teachers.

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning.
• Oversees and is responsible for certification and data collection, including engaging the members of the Site Team in the collection of evidence and providing data.

Promoting Professional Learning for Continuous Improvement

• Collaborates with colleagues and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
• Facilitates professional learning among colleagues.
• Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
• Collaborates with different sites and grade levels to articulate the curriculum and activities of AVID.
• Advocates and provides professional learning regarding AVID methodologies for other staff members of the school and district.

Facilitating Improvements in Instruction and Student Learning

• Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture.
• Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.
• Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction. 

Promoting the Use of Assessments and Data for School and District Improvement

• Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
• Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning.
• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
• Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning. 

Improving Outreach and Collaboration with Families and Community

• Develops a shared understanding among colleagues of the diverse educational needs of families and the community. 

Advocating for Student Learning and the Profession

• Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
• Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students. 

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - High School PLC
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

Support PLC teams in developing processes to collect and analyze student data and to provide instruction based on district curriculum and the district strategic plan, which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Meet regularly with building administrator.
24. Regularly scheduled collaboration with PLC teams and other PLC teacher leaders.
25. Participate in district leadership meetings.
26. Participate in PLC professional development, agreed upon with building supervisor.

TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges .

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning. 

Promoting Professional Learning for Continuous Improvement

• Collaborates with colleagues, other PLC teacher leaders, and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
• Facilitates professional learning among colleagues and PLC with other PLC teacher leaders.
• Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

Facilitating Improvements in Instruction and Student Learning

• Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture
• Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.
• Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction. 

Promoting the Use of Assessments and Data for School and District Improvement

• Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
• Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning.
• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
• Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning. 

Advocating for Student Learning and the Profession

• Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
• Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students. 

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - Secondary AVID Site Coordinator
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

To provide leadership in the development of an AVID Schoolwide site and provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. 
 Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Meet regularly with building administrator and AVID District Director.
24. Regularly scheduled collaboration with other district site coordinators.
25. Participate in district leadership meetings. 

TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
• Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues.
• Is a strong student advocate who is committed to the philosophy of AVID, including support for equity and access for all students to advanced classes.
• Leads the building of an active, participatory AVID Site Team.
• Provides the leadership for the development and maintenance of an active Site Team
• Acts as the liaison between the Site Team, principal, and AVID District Director.
• Acts as the liaison with the principal, AVID counselor, and AVID teachers.

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning.
• Oversees and is responsible for certification and data collection, including engaging the members of the Site Team in the collection of evidence and providing data.

Promoting Professional Learning for Continuous Improvement

• Collaborates with colleagues and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
• Facilitates professional learning among colleagues.
• Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
• Collaborates with different sites and grade levels to articulate the curriculum and activities of AVID.
• Advocates and provides professional learning regarding AVID methodologies for other staff members of the school and district.

Facilitating Improvements in Instruction and Student Learning

• Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture.
• Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.
• Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction. 

Promoting the Use of Assessments and Data for School and District Improvement

• Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
• Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning.
• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
• Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning. 

Improving Outreach and Collaboration with Families and Community

• Develops a shared understanding among colleagues of the diverse educational needs of families and the community. 

Advocating for Student Learning and the Profession

• Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
• Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students. 

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - Secondary PLC
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

Support PLC teams in developing processes to collect and analyze student data and to provide instruction based on district curriculum and the district strategic plan, which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. 
 Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District. 
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Meet regularly with building administrator.
24. Regularly scheduled collaboration with PLC teams and other PLC teacher leaders.
25. Participate in district leadership meetings.
26. Participate in PLC professional development, agreed upon with building supervisor.

TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges .

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning. 

Promoting Professional Learning for Continuous Improvement

• Collaborates with colleagues, other PLC teacher leaders, and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
• Facilitates professional learning among colleagues and PLC with other PLC teacher leaders.
• Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

Facilitating Improvements in Instruction and Student Learning

• Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture
• Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.
• Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction. 

Promoting the Use of Assessments and Data for School and District Improvement

• Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
• Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning.
• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues. 
  * Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning. 

Advocating for Student Learning and the Profession

• Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
• Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students. 

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - TAG
Reports To: Special Services Director
FLSA Status: Exempt

JOB SUMMARY

To educate staff and streamline district coordination and communication regarding Talented and Gifted services and to provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Meet regularly with the special services director.
24. Attend a yearly professional development regarding gifted education.
25. Attend SST meetings as requested.

TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
• Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues.

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning. 

Promoting Professional Learning for Continuous Improvement

• Collaborates with colleagues and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
• Facilitates professional learning among colleagues.
• Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
• Provide annual professional development for district staff

Facilitating Improvements in Instruction and Student Learning

• Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture.
• Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.
• Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
• Oversees AVID implementation and coordinates middle and high schools within the district.
• Provides programmatic, philosophical, moral, and financial support to AVID within the district.
• Visits, coaches, guides, and supports implementation sites and staff to reach certification.
• Facilitates vertical and horizontal articulation meetings between elementary, middle and high schools within the district.

Promoting the Use of Assessments and Data for School and District Improvement

• Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
• Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning.
• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
• Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.
• Maintain annual review timelines for student plans
• Communicate with school TAG Coordinator
• Retain copy for District Office
• Coordinate NNAT3 testing for 2nd grade
• In cooperation with DO Admin Assistant, manage the Add/Drop of TAG students to have an accurate up-to-date list of TAG students for the district
• Verify with SIS
• With the Special Services Director, update the TAG manual annually
• Assist school TAG Coordinators with potential TAG students, collecting evidence and managing timelines (be a resource)
• Score SIGS for students in process of evaluation
• Be a resource for implementing student TAG plans

Improving Outreach and Collaboration with Families and Community

• Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances.
• Facilitates colleagues’ self-examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students.
• Develops a shared understanding among colleagues of the diverse educational needs of families and the community.
• Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

Advocating for Student Learning and the Profession

• Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
• Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
• Collaborates with colleagues to select appropriate opportunities to advocate for the rights and/or needs of students, to secure additional resources within the building or district that support student learning, and to communicate effectively with targeted audiences such as parents and community members.
• Advocates for access to professional resources, including financial support and human and other material resources, that allow colleagues to spend significant time learning about effective practices and developing a professional learning community focused on school improvement goals.
• Represents and advocates for the profession in contexts outside of the classroom.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - AVID District Director
Reports To: Superintendent
FLSA Status: Exempt

JOB SUMMARY

To provide leadership and coaching in the development of AVID Districtwide and provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. 
 Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Meet regularly with the district’s superintendent.
24. Regularly scheduled collaboration with building administrators, site coordinators and site teams.
25. Lead district leadership meetings. 

TEACHER LEADER ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Fostering a Collaborative Culture

• Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
• Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
• Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
• Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues.
• Is a strong student advocate who is committed to the philosophy of AVID, including support for equity and access for all students to advanced classes.
• Provides the leadership for the development and maintenance of an active Site Team
• Acts as a liaison between the district office and AVID Center.

Accessing and Using Research to Improve Practice and Student Learning

• Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
• Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
• Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning. 

Promoting Professional Learning for Continuous Improvement

• Collaborates with colleagues and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
• Facilitates professional learning among colleagues.
• Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
• Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
• Communicates information about AVID activities in a timely manner and encourages and supports administrators’ and teachers’ attendance at ongoing AVID professional learning events throughout the year.
• Attends Summer Institute, facilitates Site Teams, attends AVID District Leadership trainings, and keeps abreast of AVID updates.
• Coaches and supports district leaders using the CCI tool to grow AVID Districtwide on a consistent basis.

Facilitating Improvements in Instruction and Student Learning

• Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture.
• Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
• Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.
• Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
• Oversees AVID implementation and coordinates middle and high schools within the district.
• Provides programmatic, philosophical, moral, and financial support to AVID within the district.
• Visits, coaches, guides, and supports implementation sites and staff to reach certification.
• Facilitates vertical and horizontal articulation meetings between elementary, middle and high schools within the district.
• Monitors completion of launches and boosts.
• Coordinates and facilitates trainings in the district.
• Coordinates the development and formation of an AVID District Team, composed of top-level administration and key instructional leaders from each level of the AVID College Readiness System

Promoting the Use of Assessments and Data for School and District Improvement

• Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
• Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning. 
• Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
• Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.
• Approves and submits certification documents and site-level data for all active sites. 

Improving Outreach and Collaboration with Families and Community

• Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances.
• Facilitates colleagues’ self-examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students.
• Develops a shared understanding among colleagues of the diverse educational needs of families and the community.
• Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.
• Supports AVID school events and facilitates districtwide AVID events.
• Provides AVID information sessions and coordinates AVID publicity in the community.
• Develop partnerships with postsecondary institutions to coordinate student outreach, tutor employment, college visits, and support for AVID students enrollment.

Advocating for Student Learning and the Profession

• Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
• Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
• Collaborates with colleagues to select appropriate opportunities to advocate for the rights and/or needs of students, to secure additional resources within the building or district that support student learning, and to communicate effectively with targeted audiences such as parents and community members.
• Advocates for access to professional resources, including financial support and human and other material resources, that allow colleagues to spend significant time learning about effective practices and developing a professional learning community focused on school improvement goals.
• Represents and advocates for the profession in contexts outside of the classroom.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher Leader - PLC
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

To provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. 
 Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.
23. Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.
24. Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.
25. Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
26. Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues.
27. Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
28. Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.
29. Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning.
30. Collaborates with colleagues and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
31. Facilitates professional learning among colleagues.
32. Works with colleagues to collect, analyze and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
33. Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
34. Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
35. Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization and school culture.
36. Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
37. Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.
38. Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
39. Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.
40. Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning.
41. Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
42. Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.
43. Develops a shared understanding among colleagues of the diverse educational needs of families and the community.
44. Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
45. Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students. 

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher - Elementary Fine Arts
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

Instructs classes in elementary classroom music so that students develop skills in singing, listening, and music fundamentals, and participate with enthusiasm and enjoyment.  Provides students with qualitative information and experiences in design, techniques, and aesthetics, for the purpose of developing a life-long appreciation for the visual arts.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. 
 Other duties may be assigned.

1. Teaches students to sing with a clear, free, in-tune sound.
2. Maintains accurate inventory records of sheet music, instruments, and equipment.
3. Supervises students in own music groups in out-of-school performances and activities.
4. Collaborates with the band and orchestra instructor to further the total music program in the school.
5. Working knowledge of the voice at the elementary school level.
6. Sing unselfconsciously to illustrate and to demonstrate correct techniques, corrective measures, and musical expressiveness.
7. Conduct music accurately and expressively with confidence.
8. Play textbook and/or chordal accompaniments on the piano, autoharp, and guitar, and play simple folk songs on the recorder.
9. Knowledge of Orff and/or Kodaly approaches sufficient to incorporate appropriate elements into an eclectic instructional program.
10. Know several approaches of how to present a song at each grade level and the concepts which can be taught through the song.
11. Working knowledge of basic classroom rhythm instruments.
12. Builds and maintains a choir which presents performances (using 2 and 3-part music) of high musical quality for the school and community in which the group is well-disciplined and makes a good appearance.
13. A primary professional interest in elementary classroom music as a teaching assignment.
14. Strong personal musicianship.
15. Prepares students to be more visually aware of the world around them.
16. Teaches students to express ideas and feelings through visual form.
17. Guides students in the study of historical and contemporary aspects of visual arts from all cultures.
18. Designs or selects and uses planned sequences of instruction for the development of design ideas and media technique.
19. Selects and requisitions required art equipment and supplies.
20. Ensures that art equipment is properly used, maintained, and stored, and that inventory records are accurate and current.
21. Knowledge of child development at each level of instruction, with special attention to motor skills.
22. Experience with the following art mediums:  Drawing, painting, printing, weaving, and ceramics
23. Establishes and maintains a good working relationship with building administrators and staff--cooperating to resolve problems in a professional manner so that the concerns of all parties are considered.
24. Establishes and maintains an orderly and supportive classroom environment in which students are actively participating and show respect for one another and for the teacher.
25. Gives clear directions and makes sure students understand what to do before undertaking assignments.
26. Assesses, keeps track of, and provides feedback often to students on their progress.
27. Uses a grading system that is consistent, fair, and supportable.
28. Maximizes time when students are paying attention and working on tasks directly related to the subject matter.
29. Maintains an orderly and supportive classroom environment in which students are actively participating and show respect for one another and for the teacher.
30. Ensures that instructional activities and materials are clearly related to District, school, and department goals and objectives.
31. Follows specific standards, policies, and procedures of the building and district.
32. Participates cooperatively on school, area, and district-wide activities.
33. Matches activities and materials to individual and group skills and needs.
34. Conducts interesting and well-paced classes, using a variety of instructional techniques, strategies, and materials appropriate to the lesson.
35. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
36. Provides academic modifications for special needs students.
37. Attends meetings and serves on committees as directed.
38. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
39. Act as a friendly ambassador of the Mt. Angel School District.
40. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher - Elementary STEAM
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

The Elementary STEM Teacher will provide a rigorous academic environment that actively engages students; incorporates best educational practices; creates an inclusive environment that celebrates diversity and addresses the needs of all learners and supports the social-emotional development of the students. The Elementary STEM Teacher is responsible for implementing the STEM program.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Facilitates students’ learning in correlation with the Oregon State Standards.
2. Works directly with the school administrator and staff in the development, implementation, and evaluation of STEM initiatives and curriculum.
3. Delivers STEM-oriented instruction through project-based learning methods.
4. Communicates the essential questions and learning targets to clarify the learning goals for each lesson.
5. Configures lessons and select instructional strategies with the intent of ensuring that all students can answer a lesson’s essential question by its conclusion.
6. Designs daily lessons incorporate Writing, Inquiry, Collaboration, Organization and/or Reading (WICOR) to ensure authentically rigorous learning experiences for all students.
7. Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents, and administration.
8. Creates and nurtures supportive, student-centered classroom communities that promote personal empowerment, academic growth and social-emotional well-being of all learners.
9. Manages student behavior for the purpose of providing a safe and optimal learning environment.
10. Provides students with regular opportunities to collaborate with peers, move with purpose, and experience diverse instructional strategies so that they are physically and intellectually engaged as learners.
11. Provides students time to interact with instructional resources and materials in a thoughtful, active manner to support their comprehension and long-term retention of information.
12. Allows students to take an active role in their learning by setting and monitoring individualized goals, and processing and reflecting deliberately within lessons
13. Implements each student’s Individual Education Plan (IEP) as written and collaborate with colleagues to ensure appropriate modifications or accommodations.
14. Assists and provides support to students struggling with social-emotional and behavioral concerns through the MTSS framework.
15. Incorporates cultural diversity and appreciation within the curriculum.
16. Uses technologies appropriately in the teaching/learning process.
17. Participates in a professional learning community with a variety of stakeholders including but not limited to instructional staff, other school personnel, parents, and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
18. Participates in a variety of meetings and professional development activities for the purpose of conveying and/or gathering information required to perform functions.
19. Demonstrates the ability to work collaboratively with parents and the community.
20. Establishes and maintains a good working relationship with building administrators and staff--cooperating to resolve problems in a professional manner so that the concerns of all parties are considered.
21. Establishes and maintains an orderly and supportive classroom environment in which students are actively participating and show respect for one another and for the teacher.
22. Gives clear directions and makes sure students understand what to do before undertaking assignments.
23. Uses a grading system that is consistent, fair, and supportable.
24. Maximizes time when students are paying attention and working on tasks directly related to the subject matter.
25. Ensures that instructional activities and materials are clearly related to District, school, and department goals and objectives.
26. Follows specific standards, policies, and procedures of the building and district.
27. Participates cooperatively on school, area, and district-wide activities.
28. Matches activities and materials to individual and group skills and needs.
29. Conducts interesting and well-paced classes, using a variety of instructional techniques, strategies, and materials appropriate to the lesson.
30. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
31. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
32. Act as a friendly ambassador of the Mt. Angel School District.
33. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

To provide instruction based on district curriculum and the district strategic plan which will allow students to reach their potential for intellectual, physical, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position must be able to perform with the assistance of a reasonable accommodation. Employees in this position perform some or all of the following tasks. 
 Other duties may be assigned.

1. Plans and implements a program of study following state and district goals/curriculum that as much as possible meets the individual needs and development of students.
2. Guides the learning process toward the achievement of curriculum goals; establishes clear objectives for all instructional units, projects and lessons to communicate these goals and objectives to students.
3. Develops and maintains a classroom environment conducive to learning with the resources provided by the District.
4. Establishes and clarifies acceptable standards for student behavior and demonstrates effective classroom management skills.
5. Diagnoses the needs and abilities of assigned students and prescribes appropriate learning activities for each student.
6. Evaluates each student’s growth routinely and develops instructional plans for the future.
7. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.
8. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
9. Encourages students to set and maintain appropriate standards of classroom behavior.
10. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
11. Assesses the accomplishments of students on a regular basis and maintains such records as required by law and District policy.
12. Maintains a professional relationship with colleagues.
13. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.
14. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
15. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
16. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
17. Provides academic modifications for special needs students.
18. Attends meetings and serves on committees as directed.
19. Directs and assigns activities of assigned instructional assistants, volunteers and other para-professionals.
20. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
21. Act as a friendly ambassador of the Mt. Angel School District.
22. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

MARGINAL DUTIES AND RESPONSIBILITIES

Marginal duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Attends in-service trainings.
2. Attends staff meetings.
3. Substitutes for other teachers, as necessary.
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

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.

• Minimum Bachelor’s Degree and current valid Oregon Teaching License with appropriate grade level/subject endorsement.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher on Special Assignment (TOSA) - Multi-Tiered Systems of Support Specialist-SEL K-12
Reports To: Special Services Director
FLSA Status: Exempt

JOB SUMMARY

The MTSS Specialist will be responsible for creating, implementing, monitoring and sustaining a comprehensive three-tiered program of social-emotional and trauma-informed behavioral interventions for students.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Essential duties of this position include the following: 

MTSS-Specific Functions:

1. Supports and contributes to the implementation of the school improvement program.
2. Leads, supports and promotes equitable student outcomes through the use of data-driven decision-making and tiered interventions.
3. Assists in conducting annual assessment to identify potential program needs and staff development activities.
4. Prepares short- and long-range plans for the development and implementation of MTSS across the organization.
5. Participates as a member of the school data/PLC teams.
6. Identifies, gathers, interprets and disseminates school-wide data relevant to student learning and SEL.
7. Analyze individual student needs and identify appropriate targeted interventions.
8. Supports identified students on an individual basis (check-ins, mentoring activities, direct instruction).
9. Selects, develops and uses appropriate assessment tools, and interprets results effectively.
10. Work directly with teachers to support the successful integration of the MTSS process.
11. Participate in weekly student study team meetings to review referrals, student progress and make recommendations.
12. Ability to maintain strength of knowledge and practice in instructional skills and strategies.
13. Identifies and implements classroom improvement programs designed to improve teaching practices to bring about desired student outcomes.
14. Provides support for effective instructional practices, the use of appropriate curriculum and student assessment procedures.
15. Models effective teaching, management and communication practices; provides a continuum of direct social-emotional services to students.
16. Evaluates individual student social-emotional needs and identifies appropriate targeted interventions
17. Establishes and maintains open lines of communication with academic and behavioral progress of all assigned students.

Trauma/SEL-Specific Functions:

18. Facilitate small school-based skill groups based on the needs of identified students, addressing issues in areas such as grief and loss, depression, self-concept, interpersonal relationships, motivation, organizational skills, etc.
19. Provides referral assistance, case management support and/or wraparound service coordination to families of students who are screened and/or assessed for violence risk or risk of self-harm or who face other issues such as drug or alcohol use that place them at risk for school failure.
20. Facilitates appropriate referral process, specifically to school based and multi-agency assessment teams.
21. Provides coordination and supervision of the District Crisis Response Team with on-call status.
22. Participates collaboratively in the multi-agency youth assessment team (YST).
23. Participates in screening and assessments of high risk students (high risk for violence, self-harm or other self-destructive behavior) through school based and multi-agency assessment teams and tracks implementation of supervision or support plan.
24. Provide ongoing Professional Development to staff and disseminate information on effective research about SEL and Trauma-Informed behavioral practices which lead to student success; evaluate and monitor trainings for improvement.
25. Assists in planning and conducting activities and programs for beginning counselors and mentors.
26. Assists the administration in implementing all policies and/or rules governing student conduct, and, for the classroom, develops reasonable rules of classroom behavior and attendance.
27. Cooperates with other members of the staff in planning District curriculum and instructional methods, goals and objectives.

Additional Responsibilities:

1. Designs and maintains web resources for the Mental Wellness page.
2. Takes reasonable precautions to provide for health and safety of the students and to protect equipment, materials and facilities.
3. Satisfactorily performs teaching responsibilities and continually evaluates and reappraises professional performance using District guidelines.  Assumes the responsibility for seeking help and advice and takes full responsibility for demonstrating professional growth and needed improvement.
4. Serves as a role model to students in the areas of appearance, actions, behaviors and interpersonal interactions with peers.
5. Maintains accurate, complete and confidential records as required by law, District policy and administrative regulations.
6. Provides academic modifications for special needs students as needed.
7. Maintain a high level of ethical behavior and confidentiality of information about students, parents and staff.
8. Abides by federal and state laws and school district policies, procedures and rules.
9. Complies with applicable District, state, local and federal laws, rules and regulations.
10. Attends work regularly and is punctual.
11. Models professionalism (i.e., collegiality with peers, continuing professional growth).
12. Act as a friendly ambassador of the Mt. Angel School District.
13. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

MINIMUM 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.

• Master degree in Education, School Psychology or related field. 5 years teaching experience or related experience in the field of education. Advanced training in MTSS or equivalent experience. Experience implementing MTSS.
• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to multi-task and work with staff, students and parents.
• Ability to communicate fluently in English both verbally and in writing.    Ability to respond effectively to questions in one-on-one, small group situations to students and other school staff.  Ability to verbally respond to common inquiries from students, staff, parents, District patrons, and the general public. Ability to read and interpret documents such as safety rules, procedure manuals and governmental regulations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to apply concepts such as percentages, ratios, proportions and concepts of probability and statistics.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Strong knowledge of computer usage and ability to use accounting software, database software, internet software, e-mail, spreadsheets and word processing software. Ability to proficiently use the following programs strongly preferred: MS Word, Excel, Outlook, and other student databases. Ability to type accurately and proficiently.
• Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions.
• Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card and an Oregon Driver’s License.

PREFERRED QUALIFICATIONS

• Knowledge of child growth and development at each assigned level of instruction.
• Proficiency in written and oral Spanish preferred
• Lead teacher experience preferred
• Knowledge of tests/measures
• Experience teaching adults and the ability to make presentations to a variety of audiences using a variety of techniques and technologies.
• Experience conducting training
• Skilled in organization
• Skilled communicator

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.

Job Description

Job Title: Teacher – Special Education – High School
Reports To: Building Administrator
FLSA Status: Exempt

JOB SUMMARY

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

SUPERVISORY RESPONSIBILITIES

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment. 

QUALIFICATIONS

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 frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is occasionally required to stoop, kneel or crouch.  The employee may occasionally lift and/or move up to 25 pounds. The employee may occasionally climb stairs or ladders. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

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 work environment is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to bloodborne pathogens.

OTHER

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 job (or the position itself) at any time as it deems advisable.