Licensed Job Descriptions

Job Title: Audiologist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Audiologist provides appropriate audiological services for children and students referred to Willamette ESD's Special Education Program and for eligible Deaf and Hard of Hearing children and students served by WESD.

ESSENTIAL DUTIES 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. Effectively plans distribution of equipment and materials.
2. Orders or recommends ordering supplies, equipment and equipment repairs in a timely manner.
3. Assists IFSP/IEP teams in determining what adaptive devices, equipment or other assistive technology will provide appropriate access and promote independence in the educational setting.
4. Obtains insurance pre-authorizations and bills insurance companies.
5. Schedules and provides appropriate audiology evaluations for children and students.
6. Plans, prioritizes and organizes assignments and projects with a minimum of supervision.
7. Monitors need for on-going follow up on audiological status of eligible children and students.
8. Completes required paperwork in specified time and manner, including documentation for third party billing.
9. Manages and maintains audiological equipment, amplification and assistive devices.
10. Fits hearing devices and other amplification equipment to students.
11. Writes necessary assessment summaries and recommendations in a clear, informative and timely manner.
12. Conducts audiological evaluation of children referred for suspected hearing loss using appropriate assessment instruments and protocols.
13. Assists IFSP/IEP teams in assessing student needs for assistive devices.
14. Provides constructive, age-appropriate feedback to students to enhance their understanding of their hearing loss.
15. Provides information, consultation and in-service training to students, staff, parents and the community.
16. Maintains communicative competence in sign language.
17. Communicates clearly and effectively in a variety of situations, including difficult ones, with agency staff, district staff and the public.
18. Works with IEP teams to assist students with hearing impairments into general education.
19. Identifies professional strengths and limitations and sets and meets performance goals.
20. Creates a positive work environment by:
    1. Tolerating others' points of view
    2. Soliciting input from others
    3. Resolving conflict at the lowest level possible
    4. Responding effectively to crisis situations
21. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
22. Adheres to professional ethics as identified by agency, professional organizations and licensing commissions.
23. Supervises practicum students or CFY candidates as assigned.
24. Works with community agencies to find funding.
25. Develops and provides in-service training to staff.
26. Pursues ongoing professional growth opportunities to maintain and improve job-related skills.
27. Processes referrals sent to the audiology department and conducts testing as requested.
28. Able to conduct audiological evaluations utilizing appropriate equipment, i.e. AABR, OAE, pure tone, real ear measurement
29. Makes recommendations for amplification and other assistive technology
30. Program FM systems to work with student personal amplification
31. Hearing aid fittings
32. Write appropriate audiological reports
33. Communicate with families, schools and medical community
34. Makes ear mold impressions
35. Troubleshoot hearing aid, BAHA, and cochlear implants and obtain repairs as needed
36. Collaborate with community partners
37. Work with schools/specialists to provide services.
38. Provide trainings as needed
39. Provide training for university interns as appropriate
40. Participates on IFSP/IEP teams
41. Writes purchase orders for vendor bills
42. Cleans equipment

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.

None.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s degree or equivalent; or more than 10 years' related experience and/or training; or equivalent combination of education and experience. Experience in providing audiology services to deaf and hard of hearing children preferred. Experience in hearing aid fitting, FM technology and cochlear implants.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Must be able to communicate fluently in American Sign Language/Signed Language and/or have the ability to utilize an ASL interpreter effectively. Preferred ability to communicate fluently in Spanish, verbally and in writing or have the ability to utilize an interpreter. Ability to respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to effectively present information and make effective and persuasive speeches on complex issues to board members and the superintendent. Ability to read, analyze technical journals, financial reports and legal documents. Ability to write speeches and articles for publication that conform to prescribed style and format.
• Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, commissions, proportions and percentages. Ability to apply concepts of basic algebra and geometry. Ability to work with mathematical concepts such as statistical inference and logarithms. Ability to apply concepts such as fractions, percentages, ratios, proportions to practical situations, frequency distribution and determination of test reliability and validity.
• Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• Computer Skills: To perform this job successfully an individual should be proficient with word processing, spreadsheet and hearing aid programming software (ability to install, remove and upgrade) as well as Email and the Internet.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Certificates, Licenses, Registrations: Certificates as determined by the District including State of Oregon Board of Examiners for Speech-Language Pathology and Audiology, Audiology License, first aid/CPR card, Oregon driver's license and ability to drive 34-foot motor home.

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 stand; walk; sit; climb or balance; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee must frequently lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception, 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 noise level in the work environment is usually low.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2016

Job Title: Augmentative Communication Specialist/Speech Language Specialist

Department: Special Education

Reports To: Program Coordinator- Special Education

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Augmentative Communication Specialist/Speech Language Specialist provides evaluation, assessment, consultation and/or direct instruction services to students with disabilities students within Marion, Polk and Yamhill counties.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Provides formal and informal assessment of communication abilities for students, explains results in a clear manner, and makes useful recommendations based on the child/student need.
2. Develops and implements Individual Education Plan goals and objectives to meet the individual needs of children.
3. Provides evaluation and support to districts for alternative augmentative communication needs and services.
4. May provide functional communication evaluations for students being evaluated for Autism Spectrum Disorder.
5. Plans and implements service delivery models using best practice models for intervention, adjusts instruction according to progress data, and maintains schedules in assigned sites.
6. Service coordinates for assigned students including planning, organizing and conducting meetings.
7. Provides consultation services to Local Education Agency (LEA) staff, Education Service District (ESD) staff, community agencies, and families of children/students with communication disorders.
8. Develops and maintains caseload schedule in assigned sites.
9. Maintains records, data, and reports as required by the agency, districts, state, and federal agencies.
10. Provides training to staff, students, and families on numerous communication systems.
11. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view.
   2. Soliciting input from others and responding to the input.
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
   4. Responding effectively to crisis situations.
   5. Advocates for and models antiracism practices.
   6. Able to articulate how systems and processes contribute to inequity.
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

SUPERVISORY RESPONSIBILITIES

May oversee therapy administered by speech language instructional assistants and other educational assistants.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s Degree from an accredited college or university; current Speech-Language pathologist license; ASHA/CCC preferred. Relevant work experience in providing direct, consultative, and evaluative itinerant speech/language services to children/students with communication disorders, successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: June 2024

Job Title: Autism Spectrum Disorder Consultant

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Autism Spectrum Disorder Consultant evaluates students by observation and assessment using rating tools and interview-based skills. Provides educational team members with appropriate information, resources, materials and guidance in regard to autistic children and their leaning styles, appropriate/inappropriate strategies to address learning/life needs and ways to integrate with others.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Plans, organizes and conducts appropriate conferences with district staff, agencies, Willamette Special Programs staff and parents to carry out program objectives.
2. Prepares and utilizes materials and equipment to effectively meet individual student learning needs.
3. Provides information and recommendations to classroom teachers and para-professionals to maximize inclusion of students with severe disabilities in general education activities, both instructional and non-instructional.
4. Develops curricula modifications, alternative teaching strategies and environmental modifications for students with autism.
5. Maintains individual student record to meet requirements of the program, Education Service District (ESD), and state guidelines.
6. Assists with the development and implementation of appropriate IEPs/IFSPs for eligible children and students with autism spectrum disorder, including those with a variety of additional disabilities and functioning levels.
7. Participates in developing and training building staff to implement behavior management plans for individual students.
8. Assesses students’ functioning levels using appropriate evaluation instruments.
9. Assists with the administration of appropriate assessments to evaluate the child or student behavior and educational progress.
10. As a member of IEP teams, assimilates a variety of assessment data to provide a complete picture of student eligibility and programming needs.
11. Participates collaboratively on a team to develop an integrated IEP/IFSP.
12. Effectively communicates assessment data and recommendations in a variety of ways, including report writing.
13. Provides a full continuum of services including direct instruction, consultation, technical assistance, and in-service training to Local Education Agency (LEA) staff and families.
14. Identifies professional strengths and limitations and sets and meets performance goals.
15. Adheres to professional ethics as identified by agency, professional organizations and licensing commissions.
16. Demonstrates leadership in guiding the IFSP/IEP team in determining eligibility for services.
17. Identifies students' needs and makes recommendations on appropriate instructional and program changes and/or other supports to address student needs.
18. Presents at in-services and workshops in areas such as characteristics of disabilities, learning styles, teacher techniques, behavior management techniques, and social skills curricula, use of visual schedules and work systems and problem-solving behavioral issues.
19. Brings issues of non-compliance to the attention of the District.
20. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
1. Listening to understand diverse points of view.
2. Soliciting input from others and responding to the input.
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
4. Responding effectively to crisis situations.
5. Advocates for and models antiracism practices.
6. Able to articulate how systems and processes contribute to inequity.
7. Resolving conflict at the lowest level possible
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with agency staff, district staff, service providers and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills and acts as a team player.

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. Moves equipment and sets up classrooms.
2. Maintains clean materials loaned out to others.
3. Photocopies materials as necessary.
4. Reliable transportation for possible itinerant responsibilities.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) or equivalent preferred; or four-to-ten years' related experience and/or training; or equivalent combination of education and experience. Experience working with autism and their families, including a minimum of three (3) years teaching experience. Experience with assessment, Individual Education Plan/Individual Family Service Plan (IEP/IFSP) development, and program implementation for children with autism.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures governmental regulations and legal documents. Ability to write reports, business correspondence and procedure manuals.
• Mathematical Skills: 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 to draw and interpret bar graphs. Ability to apply mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance and correlation techniques.
• Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret a variety of technical instructions furnished in mathematical or diagram form and deal with several abstract and concrete variables.
• Computer Skills: General knowledge of computer usage and ability to use word processing, spreadsheet and database software as well as Email and the Internet.
• Other Skills and Abilities: Demonstrates knowledge of typical/atypical developmental patterns, of a variety of intervention techniques appropriate for learners with autism spectrum disorder and the ability to incorporate them into appropriate educational programs
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid Oregon driver's license and first aid/CPR card. Oregon teaching license with a special education or related endorsement through Teacher Standards & Practices Commission (TSPC) or Board Certified Behavior Analyst.

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; sit; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is frequently required to stand and stoop, kneel, or crouch. The employee is occasionally required to taste or smell. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception, peripheral vision and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low. While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2024

Job Title: Autism Spectrum Disorder Specialist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Autism Spectrum Disorder Specialist evaluates students by observation and assessment using rating tools and interview-based skills. Provides educational team members with appropriate information, resources, materials and guidance in regard to autistic children and their leaning styles, appropriate/inappropriate strategies to address learning/life needs and ways to integrate with others.

ESSENTIAL DUTIES 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. Plans, organizes and conducts appropriate conferences with district staff, agencies, Willamette Special Programs staff and parents to carry out program objectives.
2. Prepares and utilizes materials and equipment to effectively meet individual student learning needs.
3. Provides information and recommendations to classroom teachers and para-professionals to maximize inclusion of students with severe disabilities in general education activities, both instructional and non-instructional.
4. Assists with the development and implementation of appropriate IEPs/IFSPs for eligible children and students with autism spectrum disorder, including those with a variety of additional disabilities and functioning levels.
5. Participates in developing and training building staff to implement behavior management plans for individual students.
6. Develop curricula modifications, alternative teaching strategies and environmental modifications for students with autism.
7. Assists with the administration of appropriate assessments to evaluate the child or student behavior and educational progress.
8. As a member of IEP teams, assimilates a variety of assessment data to provide a complete picture of student eligibility and programming needs.
9. Participates collaboratively on a team to develop an integrated IEP/IFSP.
10. Effectively communicates assessment data and recommendations in a variety of ways, including report writing.
11. Communicates clearly and effectively in a variety of situations, including difficult ones, with agency staff, district staff, service providers and the public.
12. Complete eligibility evaluations and participate with local multi-disciplinary teams to determine eligibility for special education services.
13. Provide a full continuum of services including direct instruction, consultation, technical assistance, and in-service training to Local Education Agency (LEA) staff and families.
14. Provide in-service and consultation for parents and teachers to implement appropriate instructional methods, and provide specialized or adapted materials.
15. Identifies professional strengths and limitations and sets and meets performance goals.
16. Adheres to professional ethics as identified by agency, professional organizations and licensing commissions.
17. Demonstrates leadership in guiding the IFSP/IEP team in determining eligibility for services.
18. Identifies students' needs and makes recommendations on appropriate instructional and program changes and/or other supports to address student needs.
19. Presents at in-services and workshops in areas such as characteristics of disabilities, learning styles, teacher techniques, behavior management techniques, and social skills curricula, use of visual schedules and work systems and problem-solving behavioral issues.
20. Brings issues of non-compliance to the attention of the District.
21. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
   • Listening to understand diverse points of view
   • Soliciting input from others and responding to the input
   • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
   • Responding effectively to crisis situations
   • Resolving conflict at the lowest level possible
5. Acts conscientiously by:
   • Maintaining good attendance.
   • Being punctual for all assigned activities.
   • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   • Completing required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with agency staff, district staff, service providers and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills and acts as a team player.

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. Moves equipment and sets up classrooms.
2. Maintains clean materials loaned out to others.
3. Photocopies materials as necessary.
4. Reliable transportation for possible itinerant responsibilities.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) or equivalent preferred; or four-to-ten years' related experience and/or training; or equivalent combination of education and experience. Experience in working with children with autism and their families, including a minimum of three (3) years teaching experience. Experience with assessment, Individual Education Plan/Individual Family Service Plan (IEP/IFSP) development, and program implementation for children with autism.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures governmental regulations and legal documents. Ability to write reports, business correspondence and procedure manuals.
• Mathematical Skills: 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 to draw and interpret bar graphs. Ability to apply mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance and correlation techniques.
• Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret a variety of technical instructions furnished in mathematical or diagram form and deal with several abstract and concrete variables.
• Computer Skills: General knowledge of computer usage and ability to use word processing, spreadsheet and database software as well as Email and the Internet.
• Other Skills and Abilities: Demonstrates knowledge of typical/atypical developmental patterns, of a variety of intervention techniques appropriate for learners with autism spectrum disorder and the ability to incorporate them into appropriate educational programs
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid Oregon driver's license, first aid/CPR card. Oregon teaching license with a special education or related endorsement through Teacher Standards & Practices Commission (TSPC) or Board Certified Behavior Analyst.

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; sit; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is frequently required to stand and stoop, kneel, or crouch. The employee is occasionally required to taste or smell. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception, peripheral vision and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low. While performing the duties of the position, the employee works with standard office and/or instructional equipment with moving mechanical parts.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2024

Job Title: Behavior Intervention Teacher

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Behavior Intervention Teacher plans and implements lesson plans, teaches students, corrects students’ work and maintains a safe and secure learning environment.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Follows all current state and federal laws pertaining to public school teachers, especially as they relate to Alternative Teachers.
• Follows all policies and procedures of Special Education.
• Plans, organizes, and facilitates appropriate meetings related to the provision of an appropriate education for assigned students.
• Plans and coordinates appropriate services for students with various agency service providers.
• Develops expectations and goals appropriate for identified needs for students.
• Designs a process and identifies and organizes resources for achieving expectations.
• Maintains accurate and regular data on student in areas of attendance, grades, and IEP progress, if applicable.
• Creates testing materials.
• Schedules, attends, and facilitates Individualized Education Plan (IEP) meetings.
• Keeps track of possible safety/security issues.
• Supports development of IEP for each student on such a plan.
• Inventories supplies and teaching materials and order supplies when necessary.
• Organizes various student activities.
• Completes all required IDEA paperwork, develops FBS/BIP’s in line with CPS and creates Plan B plans.
• Uses DSM IV diagnostic categories to develop educationally appropriate plans.
• Uses and/or has knowledge of Medicaid procedures for billing purposes.
• Establishes a safe and secure learning environment that is responsive to assigned students’ needs.
• Designs and implements appropriate instruction in accordance with children and students’ graduation plan, IEP, and state standards.
• Carries out plans and uses strategies and resources, adapting as necessary to achieve desired goals.
• Supervises students in the classroom at all times.
• Supervises students during transition times and any outdoor activities.
• Follows all state and federal laws and the Oregon Administrative Rules pertaining to public school teacher.
• Writes and implement lesson plans.
• Teaches curriculum to students.
• Maintains classroom discipline.
• Disciplines students in accordance with Special Programs policy/philosophy.
• Corrects and grades student work.
• Completes necessary paperwork in a timely and efficient manner – including documentation for charting according to OAR guidelines.
• Models appropriate social skills and behaviors for students.
• Conducts parent/teacher conferences.
• Follows all established procedures in a timely manner.
• Manages technology in the classroom.
• Completes weekly feedback forms to communicate student progress to parents/community agencies.
• Coordinates and/or supervises special events and/or field trips.
• Substitutes for other teachers if necessary.
• Uses Collaborative Problem Solving (CPS) for supporting students academically and emotionally.
• Provides special education instruction for students Kindergarten through grade 12 who need specially designed instruction.
• Conducts appropriate assessment on assigned students according to prescribed timelines and procedures.
• Utilizes appropriate assessment information to establish and measure progress on individual students’ rate of learning and progression in the curriculum.
• Adjusts lessons to address individualized student needs.
• Selects or develops methods of collection of information and uses appropriate methods.
• Interprets, analyzes, and acts upon information to make a decision, guide improvements and report results.
• Assess students’ academic skills and current functioning levels.
• Communicates clearly and positively in modes, forms and in a style that is appropriate with audiences such as parents, other school staff, specialists, and administration.
• Facilitates regular team meeting with instructional assistants and service providers, modeling appropriate social skills, problem solving and conflict resolution strategies.
• Clearly communicates in writing on required or requested documentation such as students’ progress reports, students’ IEP goals and incident reports.
• Communicates and coordinates with other agencies or providers as appropriate and necessary.
• Participates regularly in team planning.
• Works collaboratively with other staff members to meet students’ needs.
• Supports students through mental health crisis and coordinates with all licensed, medical, and other providers.
• Keeps current on legal requirements and best practices in the provision of regular and special education services.
• Identifies professional strengths and limitations and sets and meets performance goals
• Evaluates teaching materials.
• Trains other teacher, teaching assistants and any other staff assigned to the classroom with respect to students’ instructional programs.
• Provides CPS leadership for staff.
• Performs field work, including home and school visits.
• Required participation in pre-service training to be determined by supervisors at each facility.
• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
• Listening to understand diverse points of view
• Soliciting input from others and responding to the input
• Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
• Responding effectively to crisis situations
• Advocates for and models antiracism practices
• Able to articulate how systems and processes contribute to inequity
• Able to articulate how systems and processes contribute to inequity
• Maintaining good attendance.
• Being punctual for all assigned activities.
• Notifying appropriate staff and others of absences and schedule changes in a timely manner.
• Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

• Makes photocopies.
• Moves classroom furniture and organizes classroom.
• Restrains students when necessary.
• Answers telephone.

SUPERVISORY RESPONSIBILITIES

• Trains, monitors, and assigns work of instructional assistants.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor's Degree (B.A.) from four-year college or university and appropriate licensure from TSPC to teach at the secondary level. Highly Qualified status in at least 2 subject areas (math, language arts, science, or social studies) required. Must have completed a course of study and/or demonstrated successful experience directly relating to specific teaching assignment. Demonstrated knowledge of general elementary, middle, and high school subject matters. Experience working in a therapeutic milieu and/or experience working with children who engage in explosive behaviors. Experience working with Alt Ed/SPED population also highly desirable. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid first aid/CPR card, teacher's license through TSPC with Handicapped Learners endorsement, K-12 license, Tier 1 CPS trained or equivalent (Tier 1 and Tier 2 trained preferred) and valid 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; walk; sit; use hands for fine manipulation, to handle or feel and to reach with hands and arms. The employee is frequently required to stand and stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2022

Job Title: Behavior Safety Assessment System Specialist

Department: School Improvement Services

Reports To: School Safety & Mental Health Coordinator

Salary: Licensed Salary Schedule - 205 calendar days

JOB SUMMARY

Provides consultation to all school districts and ESD staff related to behavior safety assessment as well as sexual incident response and juvenile fire setting intervention; collectively known as the Behavior Safety Assessment System Specialist (BSAS). Manages monitoring of program quality, goal setting, data collection and analysis, promoting program services and serves as a central point of contact. Participates on relevant multidisciplinary and multiagency teams that address student safety issues.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Demonstrates proficiency in planning, organizing, and coordinating tasks to ensure efficient workflow.
2. Organizes time and resources to coordinate with ESD, school district, school, and community partners to plan and effectively communicate all components of the BSAS.
3. Effectively collaborates and consults with parents, teachers, administrators, counselors, school resource officers, school-based mental health providers, agency behavioral health providers, and other school staff to support student well-being and academic success included but not limited to developing behavior and safety plans for students that are workable for the education setting.
4. Follows the Salem-Keizer Cascade Model of behavioral threat assessment.
5. Reviews all level one site-based assessments submitted to WESD and consults with districts as needed.
6. Responds to all district requests within 24 hours.
7. Utilizes technology to coordinate site-based level two multi-agency investigative team meetings with districts and/or WESD programs.
8. Prepares and utilizes materials effectively to conduct level two site-based investigative assessments.
9. Leads and facilitates in-person and/or virtual site-based level two multi-agency investigative teams to ensure thorough and coordinated assessments and prepares clear, concise written summaries of findings and actionable recommendations.
10. Actively serves on weekly level two regional teams and participates in multi-agency staff meetings to enhance collaborative efforts and to determine risk levels and provide well- informed management recommendations to districts or WESD program staff.
11. Promotes and fosters inter-agency collaboration.
12. Identifies useful resource persons and programs and may serve as a liaison to link students, staff and parents to in-District and out of District resources for services.
13. Promptly completes mandatory written reports and effectively communicates safety-related concerns to supervisors.
14. Engages in continuous systems improvement.
15. Supports schools/programs in developing and implementing effective behavior safety assessment strategies, safety plans, and resource allocation.
16. Demonstrates commitment to working to understand and collaborate with individuals and groups with diverse historical experiences, training, and professional backgrounds.
17. Demonstrates ability to exercise judgment, integrity, confidentiality, tact, and diplomacy.
18. Educates staff, parents, community members, districts, and partners on the behavior safety assessment system and management process through clear, informative, and transparent communication to ensure alignment and collaboration.
19. Delivers and/or participates in regional training sessions to staff, parents, and community members to enhance their understanding and skills.
20. Applies knowledge of special education as it applies to students with disabilities including the child find process, 504 plans, Individual Education Plans (IEP), and federal special education law.
21. Promotes equitable access to mental/behavioral healthcare resources for historically and currently underserved students and their families.
22. Throughout the BSAS, works towards reducing disproportionate outcomes for students of color and historically underserved youth.
23. Exhibits strong time management skills and adheres to all safety rules, protocols, and procedures to maintain a safe work environment.
24. Engages in data collection and reporting (written and oral) to interpret data and make recommendations for continuous improvement.
25. Identifies professional strengths and limitations and sets and meets performance goals.
26. Participates on agency assigned school safety and/or mental health teams.
27. Brings issues of non-compliance to the attention of the District.
28. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Collects and reports data.
4. Actively participates on grief response teams.
5. Operates general office equipment.
6. Photocopies documents.
7. Travels to various sites.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor's degree from an accredited college or university with course work and/or experience in prevention, social work, counseling, psychology, education, special education, educational leadership, criminal justice, restorative practices, or other related fields. At least five (5) years relevant work experience and/or training; or equivalent. Certified Threat Assessment Manager (CTAM) preferred. Valid Oregon Teacher Standards & Practices Commission (TSPC) with an endorsement in School Counseling, Social Work, and/or School Psychology. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid 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; walk; sit; use hands for fine manipulation, to handle or feel and to reach with hands and arms. The employee is frequently required to stand and stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Created: April 2025

Job Title: Behavior Specialist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Behavior Specialist provides diagnostic assessment, and comprehensive behavior services to students with emotional and behavior problems that adversely affect educational performance as it relates to special education law and eligibility. The Behavior Specialist will provide behavioral consultation to school teams, which can include attending team meetings, district trainings, and other duties as determined by the needs of districts.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education, and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

• Plan, develop and follow schedule based upon service needs of district and program.
• Effectively manage schedule to complete required paperwork (session notes, evaluation reports, caseloads, service logs etc.) as determined by program and IDEA Law.
• Determine school case manager or contact person to plan and implement services for students on caseload.
• Collaborates and consult with teachers, counselors, and parents as determined by needs of district and service time.
• Uses and/or has knowledge of Medicaid procedures for billing purposes.
• Prepares, organizes and maintains confidential files and student records in accordance with ESD, state and federal policies and guidelines.
• Designs and implements services to students as determined by specially designed instructions, and designated district needs.
• Facilitates referral process including evaluation, and eligibility within 60-day time line as determined by law.
• Provide behavioral consultation as determined by district special education director/team
• Support teams in monitoring IEP goals/objectives at grade reporting periods for students identified on specialist caseload.
• Prepare, organize, and maintain accurate records showing student progress toward goals, and WESD guidelines.
• Works cooperatively with school staff and parents to develop, implement and track Individualized Family Service Plans (IFSP’s). Page 2 of 6
• Complete Assessment as determined by program guidelines in accordance with IDEA Law and OAR’s.
• Interpret and report information as determined by IDEA Law and Eligibility Process.
• Write necessary assessment summaries and evaluation reports as determined by program guidelines.
• Conduct systematic probes, informal behavioral checklists, and observation to determine student progress toward goals. Report information in writing as determined by IEP and district guidelines.
• Provides formal and informal assessment of behavior for students suspected of having emotional disturbance.
• Provide professional collaborative consultation to districts, parents, and outside agencies.
• Communicates clearly and effectively using good interpersonal relationship skills.
• Respond in a professional manner to telephone calls and emails. Respond quickly to all oral and written communication.
• Provide clear information to staff, parents, and community members as determined by role within the district or WESD.

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all classes and meetings.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same. Page 3 of 6
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.
• Must bring issues of non-compliance to the attention of the District.

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 related duties may be assigned.

1. Performs Standardized Assessments to determine if students meet eligibility requirements under the eligibility of Emotional Disturbance or Other Health Impairment.
2. Provide direct services to students on caseload which can include consulting with school staff, observation, and performing ongoing assessment of skills being mastered.
3. Work collaboratively with school teams by attending meetings as determined by schedule and district needs.
4. Participate in IEP development for students with Emotional Disturbance Eligibility both initial and annual reviews.
5. Participate in program meetings and other team trainings.
6. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
7. Maintain professional standards.

SUPERVISORY RESPONSIBILITIES

1. May train, monitor and assign work of support staff.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with subject area endorsement and grade level authorization. Master's degree in Special Education. Three years of experience working within the school system working with and evaluating students with emotional/behavioral needs. Preferred background in PBIS and trauma informed care, and tier 2 CPS trained or equivalent. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and Page 4 of 6 partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD. Page 5 of 6
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s). 

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit, talk or hear. The employee is frequently required to stand; walk; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is occasionally required to stoop, kneel, crouch or craw; climb or balance and taste or smell. The employee must regularly lift and/or move up to 10 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS AND TRAINING

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: July 2021

Job Title: Bilingual Deaf and Hard of Hearing Specialist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Bilingual Deaf and Hard of Hearing Specialist provides assessment, consultation, technical assistance, and/or direct instruction for children and students who are deaf or hard of hearing and who are eligible for WESD Regional services. Remains knowledgeable of state and federal special education requirements.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Plans, organizes, and conducts appropriate conferences with district staff, agencies, Willamette Special Programs staff and parents to carry out program objectives.
• Prepares and utilizes materials and equipment to effectively meet individual student learning needs.
• Provides information and recommendations to classroom teachers and para- professionals to maximize inclusion of students with severe disabilities in general education activities, both instructional and non-instructional.
• Develops appropriate goals and objectives for each student.
• Designs materials to supplement curriculums.
• Completes contact logs for each student on a monthly basis.
• Assists with the development and implementation of appropriate IEPs/IFSPs for eligible children and deaf/hard of hearing students.
• Participates in developing and training building staff to implement behavior management plans for individual students.
• Completes all federal and state mandated forms for each student.
• Uses appropriate curriculums to facilitate student learning.
• Uses appropriate testing materials to evaluate students' hearing loss levels and goal progress.
• Facilitates hearing aid, FM system and other assistive listening device use, maintenance, repair and replacement.
• Teaches students in one-on-one situations.
• Manages cases, i.e., organizes IEP meetings; writes IEPs and leads IEP meetings; for IEP students.
• Coordinates with audiologists for audiological support.
• Assists with the administration of appropriate assessments to evaluate the child or student behavior and educational progress.
• As a member of IEP teams, assimilates a variety of assessment data to provide a complete picture of student eligibility and programming needs.
• Participates collaboratively on a team to develop an integrated IEP/IFSP.
• Effectively communicates assessment data and recommendations in a variety of ways, including report writing.
• Communicates regularly with parents, classroom teachers, principals and case managers regarding students' needs and goal progress.
• Identifies community resources to help meet student and family needs.
• Works effectively as a team with other specialists.
• Identifies professional strengths and limitations and sets and meets performance goals.
• Adheres to professional ethics as identified by agency, professional organizations and licensing commissions.
• Demonstrates leadership in guiding the IFSP/IEP team in determining eligibility for services.
• Identifies students' needs and makes recommendations on appropriate instructional and program changes and/or other supports to address student needs.
• Keeps current on practices for working with deaf/hard of hearing students and on current technology available to aid hearing and communication ability.
• Conducts evaluations to determine educational impact for hearing impairment eligibility
• Writes, coordinates, and implements Individualized Family Service Plans (IFSP) and Individualized Education Plans (IEPs)
• Develops and implements alternative teaching strategies for students with additional learning needs
• Participates as a member of IFSP/IEP teams
• Recommends and implements accommodations and modifications for curriculum and assessment as appropriate for individual students
• Provides in-service training for school teams
• Provides consultation to district staff, community agencies, families, and community partners
• Troubleshoots hearing aids and FM systems
• Develop and maintain caseload schedule in assigned districts
• Maintain individual student records to meet program, ESD and state requirements
• Remains knowledgeable of state and federal special education requirements.
• Works collaboratively with districts and other community partners
• Works collaboratively with the audiologist to ensure optimal student audition
• Implements assistive technology as appropriate
• Performs other duties as assigned

Other

• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrated commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
  • Listening to understand diverse points of view
  • Soliciting input from others and responding to the input
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
  • Able to articulate how systems and processes contribute to inequity
• Able to articulate how systems and processes contribute to inequity
  • Maintaining good attendance.
  • Being punctual for all assigned activities.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

• Reliable transportation for possible itinerant responsibilities.

SUPERVISORY RESPONSIBILITIES

• Determines assistants’ and volunteers’ daily routines and expectations.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) or equivalent; Completion of a university training program in the education for Deaf/Hard of Hearing as required by the Oregon Teacher Standards and Practices Commission (TSPC), and documentation of American Sign Language competency; Oregon Teaching License with Deaf/Hard of Hearing Endorsement; General education experience preferred.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently, both verbally and in writing, in English, and ability to communicate fluently in American Sign Language (ASL). Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies, or members of the community in English and ASL. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations in English. Ability to write reports, business correspondence and procedure manuals in English.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including teaching licensure through TSPC with a Basic or Standard Hearing Impaired Endorsement.

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, sit, use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is occasionally required to stand and stoop, kneel, crouch or crawl. The employee must frequently lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and ability to focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: January 2024

Job Title: Bilingual Education Specialist - Graduation, Pathways, J1 Visa Teacher Exchange

Department: Oregon Migrant Education Service Center (OMESC)

Reports To: OMESC Director

Salary: Licensed Salary Schedule – 220 calendar days

JOB SUMMARY

The Bilingual Education Specialist in the Oregon Migrant Education Service Center (OMESC) is contracted to train, support and help manage graduation specialists throughout Oregon who are working in the Title IC – Migrant Education Program. The position also provides coordination and providing J1 Visa processing for teacher exchange visitors that participate in the Migrant Education Program (MEP) Binational Teacher Exchange, as well as regular year exchanges.

OMESC in collaboration with Oregon Department of Education's Title I Part C Migrant Education Program, provides professional development, technical support, and program planning consistent with the needs of the regional programs serving eligible migrant students.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

• Provide program assistance to educational jurisdictions and concerned individuals relating to the planning and development of on track to graduate, career pathways, and college readiness best practices, for the purposes of planning, evaluating and improving the MEP graduation area goal component.
• Plan and provide trainings/professional development around on track to graduate, career pathways, and college readiness programs for administrators, teachers, instructional assistants, and educators with an emphasis on migrant educational needs and migrant family lifestyles.
• Perform reference research on staying on track to graduate, career pathways and college readiness information, resources and tools for dissemination to educational jurisdictions and interested public.
• Present information to parents, educators, interested groups, and the general public by making presentations to convey migrant students' graduation needs around on track to graduate, career pathways, and college readiness.
• Identify, review and evaluate instructional and support programs, materials, and promising practices and coordinate professional development training relevant to the Page 1 of 3 needs of migrant children graduation within Oregon. Developing materials which are culturally relevant for multilingual and multi-ethnic student populations around on track to graduate, career pathways, and college readiness. Meet all deliverables in the contract with ODE.
• Create statewide network of partner agencies, in order to support local MEP programs in supporting and guiding students and families.
• Provide program support to the regional migrant education programs relating to the Binational Programs: BMEI (US/Mexico Binational Migrant Education Initiative) for teachers that come to work in the Migrant Summer School programs, BTEP (US/Mexico Binational Teacher Exchange Program), and OMEP (Oregon- Mexico Educational Partnership).
• Provide program support for J-1 Visas for educators for the regular year teaching.
• Research, compile and design materials for use in procedural manuals, policy manuals, and operational documentation for Binational Programs.
• Advise OMESC Director in matters of program management based on staff and regional program coordinator input.
• Travel within state in performance of program duties; and attend evening and weekend meetings as program requires.
• Assist OMESC Director and OMESC staff in planning, developing, and implementing workshops and conferences.
• Performs other duties as assigned

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Follows all Willamette ESD policies and procedures, and assists support staff to do the same Page 3 of 3

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

1. May train, monitor and assign work of support staff.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with subject area endorsement and grade level authorization. Prior experience with a minimum of 3 years successful classroom teaching or work as a Graduation Specialist with Title IC, Migrant Program. Master’s degree in education or related field preferred. Bilingual in Spanish and English required. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in both English and Spanish, and both verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, Page 3 of 3 concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move Page 3 of 3 up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS AND TRAINING

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: May 2021

Job Title: Bilingual EI.ECSE Specialist

Department: Special Education

Reports To: Program Coordinator

Salary: Licensed Salary Schedule – _______ calendar days

JOB SUMMARY

The Bilingual EI.ECSE Specialist provides early intervention and early childhood special education services to early childhood and school age children with special needs and their families in a variety of settings. Maintains, implements, and monitors IFSPs, organizes and conducts IFSP meetings. Communicates with families, community partners and other professionals.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Creates plans for instruction (e.g. lesson plans for preschool, plans for individual sessions or parent/child groups).
2. Designs classroom set up to meet children’s needs.
3. Attends team meetings as scheduled.
4. Transitions children from EI to ECSE. Helps transition students from ECSE to kindergarten.
5. Maintains caseload/database for class.
6. Plans, prioritizes, and organizes assignments and projects with a minimum of supervision.
7. Maintains safe, secure, and positive learning environment.
8. Provides specialized instruction to children during home visits, specialized classroom community preschool, childcare or clinic group settings.
9. Develops and implements IFSP.
10. Supervises children in a group setting.
11. Assists children in daily needs and hygiene including feeding, positioning, toileting, hand washing and administering emergency medications.
12. Schedules, conducts, and facilitates IFSP meetings. Records meeting minutes at all IFSP meetings, takes notes at IFSP meetings.
13. Completes all required paperwork within prescribed timelines.
14. Maintains atmosphere in classroom or developmental groups that is conducive to learning which includes:
1. Access to variety of materials and teacher strategies to meet a range of levels and abilities.
2. Organizes and effectively manages the environment.
3. Cares for the physical or acquisition of appropriate educational materials and equipment.
15. Assesses all children with appropriate assessment tools including state identified curriculum-based assessment.
16. Develops data system. Collects and analyzes data on individual children’s goals and adjust instruction as indicated.
17. Completes file review, evaluation, and transition reports.
18. Communicates and consults with families through the telephone, meetings and in writing.
19. Communicates with other specialists/team members through the telephone, meetings, and in writing.
20. Identifies and meets performance goals.
21. Adheres to professional ethics as identified by agency, professional organizations, and licensing commissions.
22. Develops and implements training to staff.
23. Attends staff meetings and trainings.
24. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
1. Listening to understand diverse points of view
2. Soliciting input from others and responding to the input
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
4. Responding effectively to crisis situations
5. Advocates for and models antiracism practices
6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Drives to various sites.
2. Shops for classroom supplies.
3. Supervises assistant teachers.
4. Moves equipment in classroom.
5. Represents District to other agencies and consults with other service agencies.
6. Faxes documents and makes photocopies.
7. Attends parent conferences.
8. Possess reliable transportation.

SUPERVISORY RESPONSIBILITIES

1. Monitors instructional assistants (IAs).
2. Helps IAs develop goals.
3. Provides input to administrator on IA’s job performance.
4. Trains new IAs.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s Degree, or significant progress toward a Master's degree, from a four-year college or university, in Special Education or Early Intervention/Early Childhood Special Education or a combination of a bachelor’s degree and experience that would allow the individual to obtain authorization under the Oregon Department of Education EI.ECSE specialist authorization. Knowledge of developmentally appropriate practices in early childhood education. Experience at preschool level for children with disabilities, birth to five years of age. Evaluation/assessment experience for children, birth to five years of age. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish required. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid Oregon driver's license, first aid/CPR card and teaching licensure issued by TSPC with Early Intervention/Early Childhood Special Education or special education endorsement.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: January 2024

Job Title: Bilingual English Language Development Teacher

Department: School Improvement Services

Reports To: Principal

Salary: Licensed salary schedule – 226 days

JOB SUMMARY

The Bilingual English Language Development Teacher will provide services to students and staff at Mill Creek and Lord High School to facilitate the acquisition of English for students who speak a language other than English as their primary language. The position serves all youth at Mill Creek and Lord High School who are in need of services to improve student language acquisition outcomes. The Bilingual English Language Development Teacher must have successful experience working with culturally diverse schools, including families and communities, knowledge and skill in culturally responsive teaching and learning, and experience working with English learners in a classroom setting. This position is bilingual required.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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. Attends meetings and works as a member of the school team to collaborate and share best practices and resources for English learners.
2. Demonstrates effective planning and preparation.
3. Delivers effective instruction in small groups.
4. Supports instruction by being present in the classroom, develops materials, carries out instruction and monitors student progress.
5. Creates an environment that is respectful, builds rapport and validates the students’ home language and culture.
6. Establishes a culture for learning, and manages classroom procedures, student behaviors and physical space to support learning.
7. Meets and communicates with the school staff about needs of students.
8. Meets with school leaders to identify school needs, create, implement, and analyze a needs assessment survey for the school to assist in creating action plans for the school and individual students.
9. Manages and interprets data.
10. Consults with school staff about best practices for English learners.
11. Supports professional development. Page 2 of 5
12. Provides coaching, consultation, modeling, and observation for teachers specific to instructional strategies for English learners.
13. Collects, manages and interprets district EL data on a regular basis.
14. Must bring issues of non-compliance to the attention of the District.
15. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view.
   2. Soliciting input from others and responding to the input.
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
   4. Responding effectively to crisis situations.
   5. Advocates for and models antiracism practices.
   6. Able to articulate how systems and processes contribute to inequity.
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills and acts as a team player.

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. At the discretion of the program coordinator/director, assists other ESD administrators and employees in meeting agency and program goals.
3. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s degree in teaching ESOL, bilingual education, school leadership or related field. Licensure from the state of Oregon through Oregon Teacher Standards & Practices Commission (TSPC) with ESOL endorsement, or other professional licensure agency. Minimum of five years of teaching experience, working with English learners in a classroom experience preferred. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently both verbally and in writing in English and Spanish required. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies or members of the community in English and designated language. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations in English and designated language. Ability to write reports, business correspondence and procedural manuals in English and designated language.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction. Page 4 of 5
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, e-mail and the internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, they must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including valid 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 frequently required to sit, talk or hear. The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: February 2025

Job Title: Bilingual Family & Community Engagement Specialist

Department: Oregon Migrant Education Service Center

Reports To: Director of OMESC

Salary: Licensed salary schedule – 220 day

JOB SUMMARY

The Bilingual Family & Community Engagement Specialist will coordinate the implementation and maintenance of the Family and Community Engagement Area Goal. This position provides technical support, leadership, professional development, instructional and network resources to support quality teaching and learning to Oregon MEP personnel, eligible migrant students and their parents/guardians. Bilingual required in English and Spanish.

ESSENTIAL DUTIES 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.

• Researches, compiles and designs Family and Community Engagement opportunities and materials for use in procedural manuals, and operational documentation according to the federal guidance and regulations
• Collaborates with Migrant Education Program (MEP) personnel and parents to support the use of Family and Community Engagement resources in delivery of curricula through a variety of instructional methods
• Works with the MEP personnel toward integrating the use of Family and Community Engagement materials and resources in support of the Migrant student Family and Community Engagement
• Coordinates and supports the State Parent Advisory Committee and their meetings
• Creates learning resources for MEP personnel, students and their parents which may include workshops, tutorials, online interactive programs and databases that support MEP personnel in integrating the Family and Community Engagement Component
• Collaborates and supports professional development opportunities that are relevant to the needs of migrant children outlined in Oregon’s MEP area goals
• Coordinates the Migrant Education Program Family and Community Engagement Component and the necessary tasks to successfully develop, implement, evaluate and maintain an effective multi-lingual/multi-cultural learning environment within the MEP regional programs
• Creates and assists on assessment tools to evaluate the effectiveness of current and future usage of instructional support and materials for the Family and Community Engagement Component
• Travels in state and out-of-state to perform program duties, attend evening and weekend meetings as program requires
• Provides regional, state and federal reports as required
• Assist and support OMESC Director and OMESC staff in planning, developing, and implementing of MEP activities and events Page 2 of 5
• Completes Deliverables for Family and Community Engagement from the contract.
• Performs other duties as assigned

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• Coordinates activities with other departments, organizations and agencies in areas of mutual concern or interest
• Assures activity and decisions consistently considering diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment
• Seeks and uses input from others in planning and decision-making
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and priorities through sound decision-making and conflict resolution
• Professionally balances deadlines and priorities through sound decision-making and conflict resolution
  • Tolerating others' points of view
  • Soliciting input from others
  • Resolving conflict at the lowest level possible
  • Responding effectively to crisis situations
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Assists other ESD administrators and employees in meeting agency and program goals.
3. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s degree required in education or related field, Masters preferred. Valid Oregon Teaching License. ESOL/Bi-lingual endorsement in Spanish preferred. Bilingual in Spanish and English preferred. Must have completed a course of study and/or demonstrated successful experience directly relating to specific teaching assignment
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in both English and Spanish, and both verbally and in writing. Ability to verbally respond effectively to the most sensitive inquiries or complaints. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early Page 4 of 5 departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, teacher's license through TSPC and appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: October 2020

Job Title: Biology Teacher – Health Services Program

Department: Secondary Partnerships

Reports To: WCA Principal

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Health Services program teacher will work in concert with a nurse to establish effective instruction in the health services program. Students in this program will gain opportunities for job shadows, have hands-on lab experiences, build industry connections, earn dual/college credits, explore specific jobs, and have the opportunity to earn certifications such as Certified Clinical Medical Assistant (CCMA, medical assisting), basic life support, etc., as they prepare for a career in health services.

The Willamette Career Academy in Salem OR is a regional CTE where students choose to spend half days at the WCA, and half days at their home school as they work towards graduation and industry certifications.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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. Facilitates effective daily instruction for both first- and second-year students in the health services program through the use of pedagogical best practices around student learning.
2. Creates and implements, with the help of the assigned nurse, hands-on experiences related to anatomy and physiology, as well as related health-care specific labs.
3. Develops and implements a scope and sequence where students work towards health- care related goals while earning high-school and dual (college) credits.
4. Develops and helps facilitate job shadow experiences for students.
5. Prepares students for required certification examinations.
6. Coordinates with and serves as a liaison to the healthcare industry.
7. Meets all scheduled classroom and clinical sessions as assigned.
8. Promotes student success encouraging creative and critical thinking, engaging in active learning process and encouraging student responsibility.
9. Maintains a positive relationship with personnel in the school and in all health care facilities used for students’ experience.
10. Maintains and emphasizes safety in working conditions and practices, acting as a role model for students. 
11. Completes in a timely manner all paperwork related to student performance as required by the Willamette Career Academy.
12. Understands, develops, and provides a learning environment supportive of diversity and incorporates a sensitivity to diversity into the workplace.
13. Promotes and applies the WESD’s values for teaching and learning; creates a learning climate of mutual respect and fairness; encourages creative and critical thinking; actively engages students; encourages responsibility for a supportive learning environment; clarifies expectations and encourages student responsibility for learning and promotes learning as a life-long process.
14. Advises students in academic program requirements.
15. Collaboratively participates in marketing the program.
16. Participates in professional development.
17. Participates as an active and effective member of the Willamette Career Academy.
18. Participates in curriculum development, improvement, and revision; recommends course outline revisions.
19. Represents the program at meetings as required.
20. Manages the purchasing for all program needs in accordance with the budget and contributes suggestions for the annual program budget.
21. Attends staff meetings and participates in designated committee work; represents the program at pertinent meetings as required.
22. Develops and maintains contacts with community and professional organizations.
23. Prepares and develops materials for assigned classes.
24. Provides students with course syllabi and maintains those agreements.
25. Manages the purchasing for all program needs, in accordance with the budget.
26. Maintains records of grades and attendance; reports individual academic grades when required; evaluates students’ work.
27. Maintains Willamette Career Academy facilities and equipment.
28. Performs other duties as assigned.
29. Must bring issues of non-compliance to the attention of the District.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view.
   2. Soliciting input from others and responding to the input.
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
   4. Responding effectively to crisis situations.
   5. Advocates for and models antiracism practices.
   6. Able to articulate how systems and processes contribute to inequity.
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities. Page 3 of 5
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Provides IEP/504 teams with relevant information and data as required.
2. Provides a supervisor with a vision of how to move the recruiting, retention, and transition program forward based on students’ program, and cohort needs.
3. Maintaining and participating on an advisory committee.
4. Student supervision.

SUPERVISORY RESPONSIBILITIES

May train, monitor and assign work of instructional assistants.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement, and employee handbook.

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.

• Education and/or Experience: Valid Oregon TSPC license or the ability to obtain one. Previous experience in teaching anatomy and physiology, medical terminology, and/or other related courses preferred. Experience in allied health or other health professions preferred.
• Interpersonal Skills: Works well with others. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, both verbally and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, Page 4 of 5 concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interests, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia, and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s). WCA staff will help facilitate licensure.

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety-related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: March 2025

Job Title: Construction Teacher

Department: School Improvement Services

Reports To: WCA Principal

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Willamette Career Academy is harnessing the power of connection and collaboration to become a regional hub for career/technical innovation. The program will serve and provide equitable access to students and business partners from across Marion, Polk, and Yamhill counties. The Willamette Career Academy is designed to emphasize innovation, informed by student and industry input. The Willamette Career Academy will prepare students for in- demand jobs and provide access to further education and training in career pathways. The Construction Instructor will help students learn subject matter and skills that will contribute to their development as career-ready, construction professionals.

Equity & Inclusion: This position requires a commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

• Coordinates with and serves as a liaison to the construction industry
• Teaches occupational knowledge and skills in areas such as safety, communication, layout, construction materials, cutting and fitting, fastening, and assembling, finishing, and career preparation
• Advises students in academic program requirements
• Works collaboratively with other staff members and assists in the successful operation of the program
• Responsible for marketing the program
• Participates in professional development activities
• Participates as an active and effective member of the Willamette Career Academy
• Patriciates in curriculum development, improvement, and revision; recommends course outline revisions
• Contributes suggestions for annual department budget
• Attends staff meetings and patriciates in designated committee work; represents the department at pertinent meetings as required
• Promotes a positive image of the Willamette Career Academy and its programs
• Develops and maintains contacts with community and professional organizations
• Functions as a life-long learner
• Maintains Program of Study and Articulation Agreements
• Develops short-term workshops and arranges for guest speakers, tours, and seminars to meet the needs of the construction industry
• May place and supervise work-based learning experiences
• Meets all scheduled and specific classes-day
• Teaches classes as assigned, following approved course outlines
• Prepares and develops materials for assigned classes
• Provides students with approved course syllabi
• Maintains records of grades and attendance; reports individual academic grades when required; evaluates student’s work
• Maintains Willamette Career Academy facilities and equipment
• Recommends textbooks and other instructional materials and equipment; recommends library and reference materials
• Keeps up to date on technological changes and developments in the subject area
• Creates a learning climate of mutual respect and fairness
• Encourages creative and critical thinking
• Engages students in an active learning process
• Facilitates learning that applies to and enriches lives
• Encourages student responsibility for learning
• Promotes learning as a lifelong process
• Provides supervisor with a vision of how to move the recruiting, retention, and transition program forward based on student, program, and cohort needs
• Provides IEP teams with relevant information and data as required
• Provides students with a stable resource to process concerns and promote good work ethics
• Brings issues of non-compliance to the attention of the District
• Perform other duties as assigned.

Other

• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrated commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all assigned activities.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

• Starts and maintains an approved Career and Technical Student Organization.
• Maintains the shop space and equipment.
• Maintaining and participating on an advisory committee.
• Student supervision.
• Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
• Attends in-service training, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Oregon Teaching Certificate for the assignment or Professional Technical Teaching License satisfying TSPC requirements for teaching professional technical courses in construction technology and/or Math or Science endorsement with construction experience. OR Associate of Applied Science or a Bachelor of Science degree in construction OR related field OR Journeyman level trades experience. Five years of successful occupational experience within Construction and/or, five years relevant experience teaching in a Construction training/education program is preferred. Demonstrated ability to relate positively with students, teachers, administrators, employers, parents, and the community. Demonstrate possession of knowledge, skills, and attitudes necessary for employment in construction occupations. Professional Technical endorsement in Construction Technology desired. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: February 2022

Job Title: Cosmetology Teacher – Willamette Career Academy

Department: School Improvement Services

Reports To: WCA Principal

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Cosmetology Instructor will help students learn subject matter and skills that will contribute to their development as career-ready, Cosmetologists. Individuals from business and industry are invited and encouraged to apply as teaching licenses can be obtained with experience.

The Willamette Career Academy is harnessing the power of connection and collaboration to become a regional hub for career/technical innovation. The program will serve and provide equitable access to students and business partners across Marion, Polk, and Yamhill counties.

The Willamette Career Academy is designed to emphasize innovation, informed by student and industry input.

Equity & Inclusion: The Cosmetology Instructor must commit to and demonstrate equitable and inclusive practices in education, and demonstrate an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Assists in the preparation of the syllabi and other materials using the standards outlined for licensure by the Oregon State Cosmetology Board and in accordance with ODE.
• Implements required curriculum.
• Coordinates with and serves as a liaison to the cosmetology industry.
• Advises students in academic program requirements.
• Works collaboratively with other staff members and assists in the successful operation of the program.
• Participates in professional development.
• Participates as an active and effective member of the Willamette Career Academy.
• Patriciates in curriculum development, improvement, and revision; recommends course outline revisions.
• Contributes suggestions for the annual program budget.
• Attends staff meetings and participates in designated committee work; represents the program at pertinent meetings as required.
• Promotes a positive image of the Willamette Career Academy and its programs.
• Develops and maintains contacts with diverse community members and professional organizations. 
• Functions as a life-long learner.
• Instructs cosmetology and related courses.
• May place and supervise work experience students.
• Meets all scheduled and specific classes.
• Teaches classes as assigned, following approved course outlines.
• Prepares and develops culturally relevant and responsive materials for assigned classes.
• Maintains records of grades and attendance; reports individual academic grades when required; evaluates student’s work.
• Maintains Willamette Career Academy facilities and equipment.
• Manages the purchasing for all program needs in accordance with the budget.
• Recommends textbooks and other instructional materials and equipment.
• Keep up to date on technological changes and developments in the subject area.

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all classes and meetings.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
• Provides a supervisor with a vision of how to move the recruiting, retention, and transition program forward based on students’ program, and cohort needs.
• Provides IEP/504 teams with relevant information and data as required.
• Provides students with a stable resource to process concerns and promote good work ethics.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.
• Must bring issues of non-compliance to the attention of the District.

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.

• Maintaining and participating on an advisory committee.
• Student supervision.
• Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
• Attends in-service training, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement, and employee handbook.

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.

• Education and/or Experience: Cosmetology Board approved licensed Cosmetology instructor (hair, nails, and esthetics). Industry experience desired. Ability to run a full- functioning salon.
• Interpersonal Skills: Works well with others. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must have excellent communication skills and ability to communicate fluently, both verbally and in writing, in English. Ability to communicate fluently in Spanish preferred.
• Mathematical Skills: 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 to draw and interpret bar graphs.
• Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia, and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State, and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods, and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring, and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency, or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC, and appropriate teaching endorsement(s). WCA staff will help facilitate licensure.

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Maintaining an effective classroom environment.
• Maintaining a full-functioning Salon.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety-related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: March 2021

Job Title: Counselor

Department: School Improvement Services

Reports To: Willamette Career Academy Principal

Salary: Licensed Salary Schedule – 220 calendar days

JOB SUMMARY

The Counselor at the Willamette Career Academy (WCA), plans, promotes, and delivers a comprehensive, developmental program of guidance and counseling to assist students of academic achievement, career decision-making, personal-social growth, and community contribution. The Counselor is a consultant with sending school districts, WCA staff, families, caregivers, students, and community members.

Willamette ESD supports ODE’s Comprehensive School Counseling Plan guidance. The school counselor provides proactive leadership to engage all partners in and services to support the students’ social-emotional development, academic achievement, and career preparation.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Provides behavioral and/or emotional support for individuals or groups with a trauma informed and culturally affirming lens.
2. Supports administration with responding to student crises, including but not limited to safety planning, immediate referral for crisis supports when appropriate, connection to county crisis support, and communication with home school districts and families when appropriate.
3. Advocates for and models anti-racist practices including WESD’s Every Student Belongs Policy, Educational Equity Policy, and Trauma Informed Policy.
4. Assists students, parents, and staff in resolving individual or group conflicts with collaborative problem solving.
5. Counsels with parents/ guardians regarding student academic, social, or emotional progress.
6. Collects and analyzes post graduate surveys and supports informed decisions on next steps for WCA students, families/caregivers.
7. Communicates relevant information, referrals, credit obtainment, and grades to sending districts.
8. Participates in team meetings regarding students and refers to community agencies when appropriate.
9. Teaches and supports the Oregon Employability skills and other effective skills that lead students to career options.
10. Provides individual and group orientation to students and parents transitioning to the next grade or educational level.
11. Maintains contact with sending schools and/or districts and industry partners.
12. Provides information to students and their parents regarding career opportunities, career planning, higher education, and financial aid.
13. Assists in developing and adjusting of master schedule.
14. Prioritizes student recruitment by collaborating with WCAs transition specialist.
15. Ensures that students are scheduled for appropriate classes and communicates with sending schools and/or districts if courses/credit obtainment needs to be changed.
16. Participates in building screening committees/multi-disciplinary team meetings.
17. Coordinates with sending school district staff to have access to 504s, IEPs, and other relevant school information.
18. Coordinates with staff around providing academic, social-emotional, and post-secondary planning.
19. Collaborates with the transition specialist to provide orientation for new students.
20. Monitors academic credits and competency requirements for graduation.
21. Collects information on withdrawn students and designs follow-up systems to collect data on students leaving the program(s).
22. Reviews records for new students/transfer students.
23. Coordinates student progress reports alongside WCAs registrar.
24. Works with administrator to design a system to measure student outcomes related to guidance and counseling program.
25. Collects and analyzes perceptions regarding guidance program.
26. Maintains time/activity log.
27. Attends relevant meetings with administration, students, and staff.
28. Develops department job targets/goal.
29. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
1. Listening to understand diverse points of view.
2. Soliciting input from others and responding to the input.
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
4. Responding effectively to crisis situations.
5. Advocates for and models antiracism practices.
6. Able to articulate how systems and processes contribute to inequity.
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Operates general office equipment and relevant technology.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree from an accredited college or university; valid Oregon Teacher Standards & Practices Commission (TSPC) School Counselor license. At least five (3) years relevant work experience, successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with equity, diversity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: June 2023

Job Title: Deaf and Hard of Hearing Specialist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Deaf and Hard of Hearing Specialist provides assessment, consultation, technical assistance, and/or direct instruction for children and students who are deaf or hard of hearing and who are eligible for WESD Regional services. Remains knowledgeable of state and federal special education requirements.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Plans, organizes, and conducts appropriate conferences with district staff, agencies, Willamette Special Programs staff and parents to carry out program objectives.
• Prepares and utilizes materials and equipment to effectively meet individual student learning needs.
• Provides information and recommendations to classroom teachers and para- professionals to maximize inclusion of students with severe disabilities in general education activities, both instructional and non-instructional.
• Develops appropriate goals and objectives for each student.
• Designs materials to supplement curriculums.
• Completes contact logs for each student on a monthly basis.
• Assists with the development and implementation of appropriate IEPs/IFSPs for eligible children and deaf/hard of hearing students.
• Participates in developing and training building staff to implement behavior management plans for individual students.
• Completes all federal and state mandated forms for each student.
• Uses appropriate curriculums to facilitate student learning.
• Uses appropriate testing materials to evaluate students' hearing loss levels and goal progress.
• Facilitates hearing aid, FM system and other assistive listening device use, maintenance, repair and replacement.
• Teaches students in one-on-one situations.
• Manages cases, i.e., organizes IEP meetings; writes IEPs and leads IEP meetings; for IEP students.
• Coordinates with audiologists for audiological support.
• Assists with the administration of appropriate assessments to evaluate the child or student behavior and educational progress.
• As a member of IEP teams, assimilates a variety of assessment data to provide a complete picture of student eligibility and programming needs.
• Participates collaboratively on a team to develop an integrated IEP/IFSP.
• Effectively communicates assessment data and recommendations in a variety of ways, including report writing.
• Communicates regularly with parents, classroom teachers, principals and case managers regarding students' needs and goal progress.
• Identifies community resources to help meet student and family needs.
• Works effectively as a team with other specialists.
• Identifies professional strengths and limitations and sets and meets performance goals.
• Adheres to professional ethics as identified by agency, professional organizations and licensing commissions.
• Demonstrates leadership in guiding the IFSP/IEP team in determining eligibility for services.
• Identifies students' needs and makes recommendations on appropriate instructional and program changes and/or other supports to address student needs.
• Keeps current on practices for working with deaf/hard of hearing students and on current technology available to aid hearing and communication ability.
• Conducts evaluations to determine educational impact for hearing impairment eligibility
• Writes, coordinates, and implements Individualized Family Service Plans (IFSP) and Individualized Education Plans (IEPs)
• Develops and implements alternative teaching strategies for students with additional learning needs
• Participates as a member of IFSP/IEP teams
• Recommends and implements accommodations and modifications for curriculum and assessment as appropriate for individual students
• Provides in-service training for school teams
• Provides consultation to district staff, community agencies, families, and community partners
• Troubleshoots hearing aids and FM systems
• Develop and maintain caseload schedule in assigned districts
• Maintain individual student records to meet program, ESD and state requirements
• Remains knowledgeable of state and federal special education requirements.
• Works collaboratively with districts and other community partners
• Works collaboratively with the audiologist to ensure optimal student audition
• Implements assistive technology as appropriate
• Performs other duties as assigned

Other

• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrated commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
  • Listening to understand diverse points of view
  • Soliciting input from others and responding to the input
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
  • Able to articulate how systems and processes contribute to inequity
• Able to articulate how systems and processes contribute to inequity
  • Maintaining good attendance.
  • Being punctual for all assigned activities.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

• Reliable transportation for possible itinerant responsibilities.

SUPERVISORY RESPONSIBILITIES

• Determines assistants’ and volunteers’ daily routines and expectations.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) or equivalent; Completion of a university training program in the education for Deaf/Hard of Hearing as required by the Oregon Teacher Standards and Practices Commission (TSPC), and documentation of American Sign Language competency; Oregon Teaching License with Deaf/Hard of Hearing Endorsement; General education experience preferred.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently, both verbally and in writing, in English. Ability to communicate fluently in American Sign Language (ASL) preferred. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies, or members of the community in English and ASL. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations in English. Ability to write reports, business correspondence and procedure manuals in English.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including teaching licensure through TSPC with a Basic or Standard Hearing Impaired Endorsement.

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, sit, use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is occasionally required to stand and stoop, kneel, crouch or crawl. The employee must frequently lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and ability to focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: January 2024

Job Title: Dean of Safety and Student Culture TOSA – Willamette Career Academy

Department: School Improvement Services

Reports To: WCA Principal

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

The Dean of Safety and Student Culture will oversee the safe operation of WCA programs, WCA building safety, and internship/worksites of students. They will also assist in daily operations of the WCA, including overseeing coordination of student discipline as needed. They will also interact with business partners to help facilitate student learning experiences.

The Willamette Career Academy is harnessing the power of connection and collaboration to become a regional hub for career/technical innovation. The program will serve and provide equitable access to students and business partners across Marion, Polk, and Yamhill counties. The Willamette Career Academy is designed to emphasize innovation, informed by student and industry input.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Oversees student safety and supervision at the WCA building, including shop safety, drill protocols, internal and external building safety measures, and safety team coordination.
2. Conducts investigations and communicates and facilitates, in coordination with the WCA principal and partnering districts, resolution and/or discipline for student disciplinary issues.
3. Oversees WCA operations in the absence of the principal, as needed.
4. Ensures that students and staff follow school-wide and program specific safety protocols consistently, in accordance with industry and school safety standards.
5. Serves as the liaison between WCA and partnering districts coordinating meetings with regional partners including industry, school districts, community colleges, and others.
6. Assists programs in placing students into program specific work-based-learning opportunities and ensures that student safety is maintained in these environments.
7. Participates in designated committee work; represents the program at pertinent meetings as required.
8. Demonstrates proficiency in planning, organizing, and coordinating assigned tasks.
9. Maintains databases as necessary.
10. Prepares special reports as required.
11. Collects and assists in analyzing and maintaining data for special projects.
12. Communicates program information to a wide range of audiences using a variety of tools and formats.
13. Develops and maintains a school-wide process for tracking state certifications earned by students for all WCA programs.
14. Develops and maintains a school-wide system for tracking Perkins V Work-based Learning hours for all WCA students.
15. Serves as main liaison between Center and Communications staff to support the creation of Return-on-Investment documents for School Districts participating in the WCA partnership.
16. Attends all WCA Industry Partner Advisory Committee meetings; supports staff in generating an agenda and keeps official notes for all quarterly meetings.
17. Supports principal in facilitating the WCA Subcommittee meetings with partner school districts.
18. Oversees school effort to track all Career Connected Learning (CCL) activities and experiences for all WCA students according to the ODE CCL framework.
19. Maintains accurate records of projects, policies, procedures, personnel, and services.
20. Responds to general external/internal inquiries; responds appropriately in a timely manner with accurate information.
21. Participates in planning and execution of safety plans.
22. Maintains confidentiality relative to all communications.
23. Effectively builds and sustains positive professional and interpersonal relationships.
24. May coordinate activities with other departments, organizations, and agencies in areas of mutual concern or interest.
25. Maintains respectful consistent communication with direct supervisor and/or program coordinator.
26. Assures activities and decisions are in alignment with diversity, equity and inclusion tenets.
27. Provides supervisor with a vision of how to move the recruiting, retention, and transition program forward based on students’ program, and cohort needs.
28. Provides IEP/504 teams with relevant information and data as required.
29. Brings issues of non-compliance to the attention of the District.
30. Performs all other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Maintaining and participating on an advisory committee.
2. Student supervision.
3. Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
4. Attends in-service training, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree from an accredited college or university; valid Oregon Teacher Standards & Practices Commission (TSPC) license. A minimum of three (3) years working with students in a classroom or supervisory role. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: June 2024

Job Title: Dental Sciences Teacher – Willamette Career Academy (WCA)

Department: School Improvement Services

Reports To: Willamette Career Academy (WCA) Principal

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Dental Sciences Teacher will help students learn subject matter and skills that will contribute to their development in a career in dental services. Students will take courses related to medical science and the culminating result will be the students successfully passing certification towards becoming a Dental Assistant (CDA). Individuals from business and industry are invited and encouraged to apply as teaching licenses can be obtained with experience.

The Willamette Career Academy is harnessing the power of connection and collaboration as a regional hub for career/technical innovation. The program will serve and provide equitable access to students and business partners from across Marion, Polk, and Yamhill counties. The Willamette Career Academy is designed to emphasize innovation, informed by student and industry input.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Assists in the preparation of the syllabus and other materials using the standards outlined for articulation, in accordance with ODE, and the Oregon State Board of Dentistry.
2. Teaches classes as assigned, implementing the required curriculum, and following approved course outlines.
3. Coordinates with and serves as a liaison to the dental industry.
4. Meets all scheduled classroom and clinical sessions as assigned.
5. Supervises and evaluates student performance in the campus Skills Lab and clinical dental assisting facilities according to established clinical checklists.
6. Promotes student success, encouraging creative and critical thinking, engaging in active learning process, and encouraging student responsibility.
7. Maintains a positive relationship with personnel in the school and in all dental facilities used for students’ experience.
8. Maintains and emphasizes safety in working conditions and practices, acting as a role model for students.
9. Completes in a timely manner all paperwork related to student performance as required by the Willamette Career Academy, college partners, and the Oregon Board of Dentistry.
10. Keeps current in dental assisting knowledge, technology changes and maintains clinical skills along with innovative teaching techniques.
11. Advises students in academic program requirements.
12. Collaboratively participate in marketing the program.
13. Participates in professional development.
14. Participates in curriculum development, improvement, and revision; recommends course outline revisions.
15. Manages the purchasing for all program needs in accordance with the budget and contributes suggestions for the annual program budget.
16. Attends staff meetings and participates in designated committee work; represents the program at pertinent meetings as required.
17. Develops and maintains contacts with community and professional organizations.
18. Prepares and develops materials for assigned classes.
19. Provides students with course syllabi and maintains those agreements.
20. Maintains records of grades and attendance; reports individual academic grades when required; evaluates students’ work.
21. Maintains Willamette Career Academy facilities and equipment.
22. Recommends textbooks and other instructional materials and equipment.
23. Keep up to date on technological changes and developments in the subject area.
24. Perform other duties as assigned.
25. Must bring issues of non-compliance to the attention of the District.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Maintaining and participating on an advisory committee.
2. Student supervision.
3. Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
4. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

May train, monitor and assign work of instructional assistants.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience:
  • Minimum qualifications: Three years of experience in Dental Assisting within the past five (5) years - OR - Three years of teaching Dental Assisting within the past five (5) years; Current certification as a CDA through Dental Assisting National Board; Current Oregon Radiological Proficiency Certificate; Current Oregon Expanded Functions Dental Assistant (EFDA) Certification or Oregon Registered Dental Hygienist; American Heart Association Healthcare Provider CPR Certification or the ability to obtain by date of hire.
  • Preferred qualifications: Bachelor’s degree from an accredited institution with academic coursework in health, allied health, education or related field; Teaching experience in a ADA-accredited institution within the past five (5) years; Oregon Radiological Proficiency Instructor Certificate; Oregon Sealant Certificate or Registered Dental Hygienist; Proficiency in digital dental radiography. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher’s license through TSPC with Health Sciences or Health Sciences: Therapeutic Services endorsement(s).

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: March 2024

Job Title: Detention Teacher

Department: Juvenile Detention Education Program (JDEP)

Reports To: Principal

Salary: Licensed Salary Schedule – 226 calendar days

JOB SUMMARY

The Detention Teacher plans and implements lesson plans, teaches students, corrects students' work and maintains a safe and secure learning environment for students within the Marion Juvenile Detention Center. Youths in grades 6-12 enter the juvenile detention center by either being arrested for a statutorily detainable charge or for being in violation of their court ordered probation order.

Lengths of stay vary significantly based upon many variables such as past history, current charge, risk to the community and available level of supervision in the community.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

The work environment is within a closed custody facility and involves working with students who have been legally detained. Characteristics described here are representative of those an employee encounters while performing the essential functions of the job.

1. Provide large group, small group and individual instruction.
2. Work with students with special education eligibility in the general classroom setting.
3. Develop lessons that will help students achieve state standards and IEP goals.
4. Plan and develop curriculum appropriate for the needs of students in a correctional facility.
5. Model appropriate social skills and behaviors for students.
6. Supervise students in the classroom at all times and during line moves.
7. Ensure that students conform to school and facility rules and procedures.
8. Maintain a safe and secure instructional setting in terms of equipment, materials, and student behavior.
9. Communicate and coordinate with other agencies or providers as needed and appropriate.
10. Participate in MDT, IEP and team meetings with colleagues as assigned.
11. Maintain accurate student records using paper and computer-generated forms.
12. Work as a positive, contributing member of all educational teams.
13. Use student educational and assessment data to develop an education program that meets the needs of each student, including those on IEPs and 504 plans.
14. Participate in IEP/504 meetings as assigned.
15. Participate in all faculty meetings, in-service, trainings, etc.
16. Work in cooperation with detention staff, following all detention and Willamette ESD safety and security requirements, including required detention training.
17. Develop and complete yearly professional goals as required by WESD and TSPC.
18. Effectively builds and sustains positive professional and interpersonal relationships.
19. Must bring issues of non-compliance to the attention of the district.
20. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrates commitment to continuous professional learning.
3. Creative problem-solving skills
4. Creates a positive work environment by: a) Listening to understand diverse points of view b) Soliciting input from others and responding to the input c) Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families d) Responding effectively to crisis situations e) Advocates for and models antiracism practices f) Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by: a) Maintaining good attendance. b) Being punctual for all assigned activities. c) Notifying appropriate staff and others of absences and schedule changes in a timely manner. d) Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

OUTLYING DUTIES AND RESPONSIBILITIES

Outlying 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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.
3. May provide training to staff and/or Agency.

SUPERVISORY RESPONSIBILITIES

• Supervises WESD staff as assigned. Assist with interviewing, selection, training, orientation, and performance evaluations.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with endorsements in English Language Arts and Social Sciences preferred; Master's Degree (M.A.) preferred. Prior experience with Special Education, Alternative or Corrections Education preferred but not required. Successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid teacher's license through TSPC and appropriate endorsement(s).

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: December 2024

Job Title: Diesel Technologies Teacher – Willamette Career Academy (WCA)

Department: School Improvement Services

Reports To: WCA Principal

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Diesel Technologies Instructor will help students learn subject matter and skills that will contribute to their development as career-ready, Diesel Technicians. Individuals from business and industry are invited and encouraged to apply as teaching license can be obtained with experience.

The Willamette Career Academy is harnessing the power of connection and collaboration to become a regional hub for career/technical innovation. The program will serve and provide equitable access to students and business partners from across Marion, Polk, and Yamhill counties. The Willamette Career Academy is designed to emphasize innovation, informed by student and industry input.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

• Assists in the preparation of the syllabus and other materials using the standards outlined for articulation and in accordance with ODE.
• Implements the required curriculum, instructs diesel technologies and related courses.
• Coordinates with and serves as a liaison to the diesel industry.
• Works collaboratively with other staff members and assists in the successful operation of the program.
• Collaborates on marketing the program.
• Participates in professional development.
• Participates as an active and effective member of the Willamette Career Academy
• Patriciates in curriculum development, improvement, and revision; recommends course outline revisions.
• Contributes suggestions for the annual program budget.
• Attends staff meetings and participates in designated committee work; represents the program at pertinent meetings as required.
• Promotes a positive image of the Willamette Career Academy and its programs.
• Functions as a life-long learner.
• Develops short-term workshops and arranges for guest speakers, tours, and seminars to meet the needs of the automotive industry.
• May place and supervise cooperative work experience students.
• Teaches classes as assigned, following approved course outlines.
• Prepares and develops materials for assigned classes.
• Provides students with course syllabi.
• Maintains records of grades and attendance; reports individual academic grades when required; evaluates student’s work.
• Maintains Willamette Career Academy facilities and equipment.
• Manages the purchasing for all program needs in accordance with the budget.
• Recommends textbooks and other instructional materials and equipment.
• Keep up to date on technological changes and developments in the subject area.
• Creates a learning climate of mutual respect and fairness.
• Encourages creative and critical thinking.
• Engages students in an active learning process.
• Facilitates learning that applies to and enriches lives.
• Encourages student responsibility for learning.
• Promotes learning as a lifelong process.
• Must bring issues of non-compliance to the attention of the District.
• Perform other duties as assigned.

Other

• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrated commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
  • Listening to understand diverse points of view
  • Soliciting input from others and responding to the input
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
  • Able to articulate how systems and processes contribute to inequity
• Able to articulate how systems and processes contribute to inequity
  • Maintaining good attendance.
  • Being punctual for all assigned activities.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

• Maintaining and participating on an advisory committee.
• Student supervision.
• Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
• Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Preferred qualifications; Associate of Applied Science or a Bachelor of Science degree in diesel or related field, five or more years of teaching experience. Five years of successful occupational experience as a Diesel Technician and/or, five years relevant experience teaching in a Diesel Technician training/education program with a certification as a diesel technician. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s). WCA staff will help facilitate licensure.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: May 2022

Job Title: Education Specialist

Department: School Improvement Services

Reports To: Student Success Act Coordinator

Salary: Licensed salary schedule – 205 day

JOB SUMMARY

Cross-Functional Equity, Inclusion And Achievement Team:

This position will serve as a member of the newly formed Cross-Functional Equity, Inclusion and Achievement (CFEIA) Team designed to support school districts and ESD staff to meet the promise of the Student Success Act in the critical area of building capacity within their systems to:

1. Meet students’ mental or behavioral health needs and;
2. Increase academic achievement for students, including reducing academic disparities for focal student populations. This team of educators promotes Equity, Diversity and Inclusion and is looking to expand the team’s diversity by seeking bilingual/multilingual, multicultural team members with diverse backgrounds and lived experiences. The CFEIA Team is flexible, collaborative, and focuses on providing support to assist school districts in Willamette ESD’s three-county region. The team’s approach includes planning, facilitating professional learning, and coordination of technical assistance to meet the goals as outlined in each partner school district’s Student Investment Account plan as identified by the Student Success Act.

ESSENTIAL DUTIES 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.

Equity & Inclusion: Applicants must be committed to equitable practices in education and demonstrate an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income. All cross-functional equity, inclusion and achievement team members will help ensure equity principles are integrated into all facets of the work undertaken through Oregon’s Student Success Act.

• Collaborates with a variety of stakeholders (such as district administrators, WESD staff, outside partners, and families) to accomplish team objectives and leverage department resources to ensure positive outcomes and desired results
• Identifies current and future distance learning or hybrid instructional needs in school districts and inside our agency
• Establishes rapport with relevant district staff and partners, in order to provide strategic professional learnings and supports for evolving needs
• Contributes to the department and agency’s effectiveness by identifying short-term and long-range priorities for effective learning in a variety of instructional models providing key information and pertinent input into recommendations for the implementation of Student Investment Account plans
• Prepares and contributes to reports on a variety of topics related, but not limited to, equity, access, and engagement for a variety of audiences by collecting, analyzing, and summarizing information and trends.
• Follows all federal, state, and local legal requirements, including new legislation and advises agency leaders as needed
• Performs other duties as assigned Competency Areas: Candidates must be able to demonstrate expertise in at least 2 areas in Group A, 2 areas in Group B, and 1 or more areas in group C, or related competencies, highlighting their experience of increasing student outcomes and eliminating disparities either through directly supporting students or through supporting/coaching educators: Group A:
• Successful implementation of comprehensive distance learning models
• Demonstrate a robust knowledge of Learning Management Systems
• Understand and promote best practices for online instruction (using various technology tools)
• Curriculum design and delivery in a variety of instructional models including traditional, hybrid, and comprehensive distance learning Group B:
• Eliminating achievement gaps for historically underserved populations
• Culturally inclusive instructional practices
• Data-driven decision-making; including behavior data
• Integrating culturally responsive practices into a distance or hybrid instructional model
• Providing successful professional development
• Ability to work with diverse community partners Group C:
• Elementary math
• Secondary math
• Elementary literacy
• Social Emotional Learning
• English Language Development
• Early Childhood Education

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• Coordinates activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activity and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Following agreed upon team Standard Operating Procedures developed and outlined
  • Advocates for and models antiracism practices
• Follows Willamette ESD procedures, as outlined in the Staff Handbook, and assists support staff to do the same

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. At the discretion of the program manager or coordinator, assists other ESD administrators and employees in meeting agency and program goals.
3. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree from an accredited college or university; minimum of five (5) years’ experience supporting Distance Learning, Social Emotional Learning (SEL), Math, or Literacy of school-aged children in public education or mental health setting. Valid Oregon Teacher Standards & Practices Commission (TSPC) with an endorsement in School Counseling, Social Work, School Psychology, Math, Literacy, Special Education, ESOL, Bilingual ESOL, and/or Reading or other related professional Oregon licensure.
• The following additional Education and/or Experience is preferred:
  • A master's degree or higher in the field of, education, technology, behavioral science, or other related fields from an accredited institution
  • Extensive experience as an SEL, Math, Distance Learning or Literacy Coach with documented professional development units (PDU’s) or credits from an accredited institution/program supporting the candidate’s training
  • Advanced degree or training in SEL, Math or Literacy or a related specialty area pr
  • Certificate or specialized training related to distance learning and/or technology- based delivery of instruction
  • Bilingual/bicultural preferred, not required Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid 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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: March 2021

Job Title: Education Specialist – Early Learning

Department: School Improvement Services

Reports To: Student Success Act Coordinator

Salary: Licensed salary schedule – 205 day

JOB SUMMARY

Cross-Functional Equity, Inclusion And Achievement Team:

This position will serve as a member of the newly formed Cross-Functional Equity, Inclusion and Achievement (CFEIA) Team designed to support school districts and ESD staff to meet the promise of the Student Success Act in the critical area of building capacity within their systems to:

1. Meet students’ mental or behavioral health needs and;
2. Increase academic achievement for students, including reducing academic disparities for focal student populations. This team of educators promotes Equity, Diversity and Inclusion and is looking to expand the team’s diversity by seeking bilingual/multilingual, multicultural team members with diverse backgrounds and lived experiences. The CFEIA Team is flexible, collaborative, and focuses on providing support to assist school districts in Willamette ESD’s three-county region. The team’s approach includes planning, facilitating professional learning, and coordination of technical assistance to meet the goals as outlined in each partner school district’s Student Investment Account plan as identified by the Student Success Act. Equity & Inclusion: Applicants must be committed to equitable practices in education and demonstrate an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income. All cross-functional equity, inclusion and achievement team members will help ensure equity principles are integrated into all facets of the work undertaken through Oregon’s Student Success Act.

ESSENTIAL DUTIES 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.

• Collaborates with a variety of stakeholders (such as district administrators, WESD staff, outside partners, and families) to accomplish team objectives and leverage department resources to ensure positive outcomes and desired results
• Identifies current and future distance learning or hybrid instructional needs in school districts and inside our agency
• Establishes rapport with relevant district staff and partners, in order to provide strategic professional learnings and supports for evolving needs
• Contributes to the department and agency’s effectiveness by identifying short-term and long-range priorities for effective learning in a variety of instructional models providing key information and pertinent input into recommendations for the implementation of Student Investment Account plans
• Prepares and contributes to reports on a variety of topics related, but not limited to, equity, access, and engagement for a variety of audiences by collecting, analyzing, and summarizing information and trends.
• Follows all federal, state, and local legal requirements, including new legislation and advises agency leaders as needed
• Performs other duties as assigned Competency Areas: Candidates must be able to demonstrate expertise in Early Learning, at least 2 areas in Group A, 2 areas in Group B, and 1 or more areas in group C, or related competencies, highlighting their experience of increasing student outcomes and eliminating disparities either through directly supporting students or through supporting/coaching educators: Group A:
• Successful implementation of comprehensive distance learning models
• Demonstrate a robust knowledge of Learning Management Systems
• Understand and promote best practices for online instruction (using various technology tools)
• Curriculum design and delivery in a variety of instructional models including traditional, hybrid, and comprehensive distance learning Group B:
• Eliminating achievement gaps for historically underserved populations
• Culturally inclusive instructional practices
• Data-driven decision-making; including behavior data
• Integrating culturally responsive practices into a distance or hybrid instructional model
• Providing successful professional development
• Ability to work with diverse community partners Group C:
• Elementary math
• Secondary math
• Elementary literacy
• Social Emotional Learning
• English Language Development
• Early Childhood Education

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• Coordinates activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activity and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Following agreed upon team Standard Operating Procedures developed and outlined
  • Advocates for and models antiracism practices
• Follows Willamette ESD procedures, as outlined in the Staff Handbook, and assists support staff to do the same
• Promotes and offers technical assistance for educational programs used by school districts accessing such programs through the Willamette ESD

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. At the discretion of the program manager or coordinator, assists other ESD administrators and employees in meeting agency and program goals.
3. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree from an accredited college or university; minimum of five (5) years’ experience supporting Distance Learning, Social Emotional Learning (SEL), Math, or Literacy of school-aged children in public education or mental health setting. Valid Oregon Teacher Standards & Practices Commission (TSPC) with an endorsement in School Counseling, Social Work, School Psychology, Math, Literacy, Special Education, ESOL, Bilingual ESOL, and/or Reading or other related professional Oregon licensure.
• The following additional Education and/or Experience is preferred:
  • A master's degree or higher in the field of, education, technology, behavioral science, or other related fields from an accredited institution
  • Extensive experience as an SEL, Math, Distance Learning or Literacy Coach with documented professional development units (PDU’s) or credits from an accredited institution/program supporting the candidate’s training
  • Advanced degree or training in SEL, Math or Literacy or a related specialty area pr
  • Certificate or specialized training related to distance learning and/or technology- based delivery of instruction
  • Bilingual/bicultural preferred, not required Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid 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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: April 2021

Job Title: Education Specialist – Family Engagement/Graduation

Department: Willamette Migrant Services – SIS

Reports To: Willamette Migrant Services Coordinator

Salary: Licensed salary schedule – 220 days

JOB SUMMARY

The Willamette Migrant Education Program (MEP) identifies and provides services to migrant families with children ages 3-21 by working with families and school districts across Marion, Polk, Yamhill, Linn, Benton, and Lincoln counties. MEP provides supplemental educational support, after-school programs, summer school, and parental involvement services to migrant farm workers and their children.

This position will provide multiple school districts support and coordination of the Migrant education program and the many complex tasks necessary to successfully develop, implement, and maintain an effective multi-lingual/multi-cultural teaching and supplemental learning program in all qualifying schools serviced by the WESD.

Parent participation and engagement is critical to the success of this program as well as the successful implementation of federal regulations. Essential components of successfully coordinating this program is to server as a link between the school, community, the student, and the family, including capturing measurable data which identifies each migrant student’s success in math, literacy, kindergarten readiness, and graduation.

Additional responsibilities include community outreach to migrant families and Out-of-School Youth (OSY). This position also assists with the development of the overall curriculum and instructional program centered in a framework of equity, diversity, and inclusive practices and serves to address the needs of migrant families by identifying resources as needed in collaboration with the School Improvement Services Department.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education, and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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. Plans and supports the coordination of instructional programs in qualifying schools.
2. Plans, develops and follows schedule based upon service delivery requirements.
3. Coordinates and supports parent involvement for the Migrant pre-K through 12th grade programs.
4. Builds and maintains respectful and positive professional communication with school staff, department staff, parents, and agencies.
5. Plans, coordinates and provides instructional support for parent involvement and staff.
6. Collaborates with WESD school improvement staff to develop and deliver high quality, regional professional development.
7. Assist seniors with their senior projects and college applications.
8. Obtain and maintain on-track to graduation data for high school and OSY students.
9. Counsel students on strategies to graduate from high school.
10. Provide assistance to high school students on Free Application for Federal Student Aid (FAFSA), Oregon Student Aid Application (ORSAA), college and scholarship applications.
11. Assess and arranges transportation for students as needed
12. Accompany students on field trips and college tours.
13. Provide students with information about post high school education.
14. Identify, review and evaluate instructional programs, materials, promising practices, and coordinate professional development opportunities relevant to the needs of migrant children by applying culturally congruent and culturally reinforcing practices.
15. Initiates and maintains open communication to keep districts, service providers and agency partners informed of activities, objectives and services of the program in order to build strong partnerships.
16. Coordinates the Migrant Services high school graduation component and the many tasks necessary to successfully develop, implement, evaluate and maintain an effective multi-lingual/multi-cultural teaching and supplemental learning within all eligible schools.
17. Regularly attend and actively engage in local, regional, and statewide meetings and conferences.
18. Additional responsibilities include providing state and federal reports as required.
19. Perform other duties as assigned.

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all meetings.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.
• Must bring issues of non-compliance to the attention of the District.

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.
3. Other duties as assigned by supervisor. These may in fact be significantly diverse as they reflect the many different school districts and communities served and the diverse needs within those individual districts and communities.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license. ESOL/Bilingual endorsement in Spanish preferred. Successful classroom teaching experience; middle/high preferred. Bilingual in Spanish and English required. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must have excellent communication skills and ability to communicate fluently, both verbally and in writing, in Spanish.
• Mathematical Skills: 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 to draw and interpret bar graphs.
• Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia, and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State, and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods, and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring, and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency, or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s).

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; sit; use hands for fine manipulation, handle or feel. The employee is frequently required to stand and sit. The employee must regularly lift and/or move up to 10 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS AND TRAINING

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: May 2021

Job Title: Education Specialist – Kindergarten Transitions – (TOSA)

Department: School Improvement Services

Reports To: Student Success Act Coordinator

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

Cross-Functional Equity, Inclusion, and Achievement Team:

This position will serve as a member of the Cross-Functional Equity, Inclusion and Achievement (CFEIA) Team designed to support school districts and ESD staff to meet the promise of the Student Success Act in the critical area of building capacity within their systems to:

1. Meet students’ mental or behavioral health needs and;
2. Increase academic achievement for students, including reducing academic disparities for focal student populations. This team of educators promotes Equity, Diversity and Inclusion and is looking to expand the team’s diversity by seeking bilingual/multilingual, multicultural team members with diverse backgrounds and lived experiences. The CFEIA Team is flexible, collaborative, and provides technical assistance to school districts in Willamette ESD’s three-county region and collaborate as needed with statewide partners. The Education Specialist- Kindergarten Transitions (TOSA) will assist in the planning, facilitation, and coordination of professional learning and guide the implementation of regional projects related to integrated plans. The education specialist will apply their skills and knowledge to support program priorities, using continuous improvement to support program implementation, facilitate workshops, and guide learning communities working to positively impact the longitudinal performance growth targets. The Education Specialist will work with diverse populations across many communities. The Education Specialist will demonstrate knowledge and skill in culturally responsive practices and will provide meaningful professional learning in virtual and in- person settings, depending on the needs of the populations being served. Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Attend appropriate meetings to collaborate and plan for technical assistance in the area of Kindergarten Transitions
2. Meet and communicate with team administrators about ongoing progress of regional projects on a regular basis, which may include but is not limited to programs and approaches supporting emotional intelligence, Social Emotional Learning, Literacy and Math Curriculum, and Early Learning Projects.
3. Supports implementation of school districts integrated outcomes related goals and plans through a collaborative team process.
4. Engages on multiple project teams in various roles of leadership (member, lead) utilizing a cross-functional approach.
5. Guide educators in data informed decision making process, especially regarding Kindergarten Transitions best practices, and pre-k through third grade literacy achievement.
6. Research best practice, to support districts in making informed decisions that impact the goals and outcomes outlined in the SSA and support all students, but especially focal populations.
7. Provide professional development, coaching, and consultation that supports the goals outlined in SSA regarding Kindergarten readiness and third grade reading.
8. This position requires daytime travel and may include some overnight, in or out of state travel.
9. Utilizes technology platforms and programs to support and enhance coordination, collaboration, and technical assistance.
10. Collaborates with Early Learning Hubs and Oregon Department of Education Team working on topics around early learning and early education, including standards and curriculum development and adoption, to support regional needs in these areas.
11. Use their background and skills in kindergarten and early elementary to support collaborative efforts for team priorities.
12. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Takes and transcribes minutes for various meetings.
4. Operates general office equipment.
5. Files.
6. Photocopies documents.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s degree in Teaching ESOL, bilingual education, school leadership or related field. Licensure from the state of Oregon, through Oregon Teacher Standards & Practices Commission (TSPC) or another professional licensure agency. Minimum of five years of teaching experience, working with English learners in a classroom experience. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: March 2023

Job Title: Education Specialist – Literacy – (TOSA)

Department: School Improvement Services

Reports To: Student Success Act Coordinator

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

Cross-Functional Equity, Inclusion, and Achievement Team:

This position will serve as a member of the Cross-Functional Equity, Inclusion and Achievement (CFEIA) Team designed to support school districts and ESD staff to meet the promise of the Student Success Act in the critical area of building capacity within their systems to:

1. Meet students’ mental or behavioral health needs and;
2. Increase academic achievement for students, including reducing academic disparities for focal student populations. This team of educators promotes Equity, Diversity and Inclusion and is looking to expand the team’s diversity by seeking bilingual/multilingual, multicultural team members with diverse backgrounds and lived experiences. The CFEIA Team is flexible, collaborative, and provides technical assistance to school districts in Willamette ESD’s three-county region and collaborate as needed with statewide partners. The Education Specialist- Literacy will assist in the planning, facilitation, and coordination of professional learning and guide the implementation of regional projects related to integrated plans. The education specialist will apply their skills and knowledge to support program priorities, using continuous improvement to support program implementation, facilitate workshops, and guide learning communities working to positively impact the longitudinal performance growth targets. The Education Specialist will work with diverse populations across many communities. The Education Specialist will demonstrate knowledge and skill in culturally responsive practices and will provide meaningful professional learning in virtual and in- person settings, depending on the needs of the populations being served. Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Attend appropriate meetings to collaborate and plan for technical assistance in the area of Literacy.
2. Meet and communicate with team administrators about ongoing progress of regional projects on a regular basis, which may include but is not limited to curriculum adoption, classroom management training, instructional best practices, language services, and paraprofessional support.
3. Supports implementation of school districts integrated outcomes related goals and plans through a collaborative team process.
4. Engages on multiple project teams in various roles of leadership (member, lead) utilizing a cross-functional approach.
5. Guide educators in data informed decision-making process, especially regarding literacy best practices pre kinder through grade 12 and literacy achievement.
6. Research best practice, to support districts in making informed decisions that impact the goals and outcomes outlined in the SSA and support all students, but especially focal populations.
7. Provide professional development, coaching, and consultation that supports the goals outlined in SSA regarding literacy and curriculum adoption.
8. This position requires daytime travel and may include some overnight, in or out of state travel.
9. Utilizes technology platforms and programs to support and enhance coordination, collaboration, and technical assistance.
10. Collaborates with the Oregon Department of Education Team working on English Language Arts assessment, standards and curriculum development and adoption, to support regional needs in these areas.
11. Use their background and skills in Literacy to support collaborative efforts for team priorities.
12. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Takes and transcribes minutes for various meetings.
4. Operates general office equipment.
5. Files.
6. Photocopies documents.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s degree in Teaching ESOL, bilingual education, school leadership or related field. Licensure from the state of Oregon, through Oregon Teacher Standards & Practices Commission (TSPC) or another professional licensure agency. Minimum of five years of teaching experience, working with English learners in a classroom experience. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: March 2023

Job Title: Education Specialist – Math – (TOSA)

Department: School Improvement Services

Reports To: Student Success Act Coordinator

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

Cross-Functional Equity, Inclusion, and Achievement Team:

This position will serve as a member of the Cross-Functional Equity, Inclusion and Achievement (CFEIA) Team designed to support school districts and ESD staff to meet the promise of the Student Success Act in the critical area of building capacity within their systems to:

1. Meet students’ mental or behavioral health needs and;
2. Increase academic achievement for students, including reducing academic disparities for focal student populations. This team of educators promotes Equity, Diversity and Inclusion and is looking to expand the team’s diversity by seeking bilingual/multilingual, multicultural team members with diverse backgrounds and lived experiences. The CFEIA Team is flexible, collaborative, and provides technical assistance to school districts in Willamette ESD’s three-county region and collaborate as needed with statewide partners. The Education Specialist- Math will assist in the planning, facilitation, and coordination of professional learning and guide the implementation of regional projects related to integrated plans. The education specialist will apply their skills and knowledge to support program priorities, using continuous improvement to support program implementation, facilitate workshops, and guide learning communities working to positively impact the longitudinal performance growth targets. The Education Specialist will work with diverse populations across many communities. The Education Specialist will demonstrate knowledge and skill in culturally responsive practices and will provide meaningful professional learning in virtual and in- person settings, depending on the needs of the populations being served. Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Attend appropriate meetings to collaborate and plan for technical assistance in the area of math.
2. Meet and communicate with team administrators about ongoing progress of regional projects on a regular basis, which may include but is not limited to Math curriculum adoption, classroom management training, instructional best practices, and paraprofessional support.
3. Supports implementation of school districts integrated outcomes related goals and plans through a collaborative team process.
4. Engages on multiple project teams in various roles of leadership (member, lead) utilizing a cross-functional approach.
5. Guide educators in data informed decision-making process, especially regarding math best practices pre kinder through grade 12 and math achievement.
6. Research best practice, to support districts in making informed decisions that impact the goals and outcomes outlined in the SSA and support all students, but especially focal populations.
7. Provide professional development, coaching, and consultation that supports the goals outlined in SSA regarding math and curriculum adoption.
8. This position requires daytime travel and may include some overnight, in or out of state travel.
9. Utilizes technology platforms and programs to support and enhance coordination, collaboration, and technical assistance.
10. Collaborates with the Oregon Department of Education Team working on Math assessment, standards and curriculum development and adoption, to support regional needs in these areas.
11. Use their background and skills in Math to support collaborative efforts for team priorities.
12. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Takes and transcribes minutes for various meetings.
4. Operates general office equipment.
5. Files.
6. Photocopies documents.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s degree in Teaching ESOL, bilingual education, school leadership or related field. Licensure from the state of Oregon, through Oregon Teacher Standards & Practices Commission (TSPC) or another professional licensure agency. Minimum of five years of teaching experience, working with English learners in a classroom experience. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: March 2023

Job Title: Education Specialist – Mental Health and Behavior – (TOSA)

Department: School Improvement Services

Reports To: Student Success Act Coordinator

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

Cross-Functional Equity, Inclusion and Achievement Team:

This position will serve as a member of the Cross-Functional Equity, Inclusion and Achievement (CFEIA) Team designed to support school districts and ESD staff to meet the promise of the Student Success Act in the critical area of building capacity within their systems to:

1. Meet students’ mental or behavioral health needs and;
2. Increase academic achievement for students, including reducing academic disparities for focal student populations. This team of educators promotes Equity, Diversity and Inclusion and is looking to expand the team’s diversity by seeking bilingual/multilingual, multicultural team members with diverse backgrounds and lived experiences. The CFEIA Team is flexible, collaborative, and provides technical assistance to school districts in Willamette ESD’s three-county region and collaborate as needed with statewide partners. The Education Specialist- Mental Health and Behavior will assist in the planning, facilitation, and coordination of professional learning and guide the implementation of regional projects related to integrated plans. The education specialist will apply their skills and knowledge to support program priorities, using continuous improvement to support program implementation, facilitate workshops, and guide learning communities working to positively impact the longitudinal performance growth targets. The Education Specialist will work with diverse populations across many communities. The Education Specialist will demonstrate knowledge and skill in culturally responsive practices and will provide meaningful professional learning in virtual and in- person settings, depending on the needs of the populations being served. Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Attend appropriate meetings to collaborate and plan for technical assistance in the area of Mental Health and Behavior.
2. Meet and communicate with Senior Managers and SSA Coordinator about ongoing progress of regional projects on a regular basis, including but not limited to social needs systems, social emotional learning and trauma informed car programs and platforms, Social Emotional Learning Framework and other Counseling or Mental Health tools.
3. Supports implementation of school districts integrated outcomes related goals and plans through a collaborative team process.
4. Engages on multiple project teams in various roles of leadership (member, lead) utilizing a cross-functional approach.
5. Guide educators in data informed decision-making process, especially regarding Mental Health and Behavior best practices pre kinder through grade 12.
6. Research best practice, to support districts in making informed decisions that impact the goals and outcomes outlined in the SSA and support all students, but especially focal populations.
7. Provide professional development, coaching, and consultation that supports the goals outlined in SSA regarding Mental Health and Behavior.
8. This position requires daytime travel and may include some overnight, in or out of state travel.
9. Utilizes technology platforms and programs to support and enhance coordination, collaboration, and technical assistance.
10. Collaborates with the Oregon Department of Education Team and regional network of behavioral and mental health partners to support regional needs in these areas.
11. Use their background and skills in Mental Health and Behavior to support collaborative efforts for team priorities.
12. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Takes and transcribes minutes for various meetings.
4. Operates general office equipment.
5. Files.
6. Photocopies documents.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s degree from an accredited college or university; minimum of five (5) years’ experience supporting mental and behavioral health of school aged children in public education or mental health setting (can include time spent in practicum or internship settings). Valid Oregon Teacher Standards & Practices Commission (TSPC) with an endorsement in School Counseling, Social Work, and/or School Psychology. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: March 2023

Job Title: Education Specialist – Migrant Services (TOSA) – Bilingual

Department: Willamette Migrant Education Services – School Improvement Services

Reports To: Migrant Education Coordinator

Salary: Licensed salary schedule – 190 calendar days

JOB SUMMARY

The Education Specialist for Migrant Services provides coordination of Migrant instructional programs and the many tasks necessary to successfully develop, implement, and maintain an effective multi-lingual/multi-cultural teaching and supplemental learning program in all qualifying schools serviced by the WESD. Parent involvement is critical to the success of this program as well as the successful implementation of federal regulations. Essential components of successfully coordinating this program are demonstrated through measurable data success by participating students in the areas of math, literacy, kindergarten readiness, and graduation rates. Additional responsibilities include assisting with the development of the overall curriculum and instructional program as needed in addition to the collaboration and support of the School Improvement Services Department.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Plans and supports the coordination of instructional programs in partnering schools, communities, and WESD.
2. Plans, develops, and follows schedule based upon service delivery requirements.
3. Supports parent involvement for the Migrant Pre-K through 12th grade programs.
4. Builds and maintains positive professional communication with school staff, department staff, parents, and agencies.
5. Plans, coordinates, and provides instructional support for parent involvement and staff.
6. Collaborates with WESD programs to develop and deliver high quality, regional professional development.
7. Identify, review, and evaluate instructional programs, materials, promising practices, and coordinate professional development opportunities relevant to the needs of migrant children.
8. Maintains open communication to keep districts, service providers and agency partners informed of activities, objectives, and services of the program in order to increase collaboration.
9. Coordinates the Migrant Services high school graduation and/or the School Readiness component and the many tasks necessary to successfully develop, implement, evaluate, and maintain an effective multi-lingual/multi-cultural teaching and supplemental learning within all eligible schools.
10. Supports the coordination of summer school programs.
11. Provides direct instruction to students ages 3-21 in various situations and settings.
12. Serves as a resource to staff on best practices instructional strategies, curriculum scope and sequence, use of curriculum, or instructional data review.
13. Provides supplemental instruction to students and monitors and adjusts instruction when necessary.
14. Sequence learning activities and modify instruction based on individual needs.
15. Additional responsibilities include providing state and federal reports as required.
16. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   • Listening to understand diverse points of view
   • Soliciting input from others and responding to the input
   • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   • Responding effectively to crisis situations
   • Advocates for and models antiracism practices
   • Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   • Maintaining good attendance.
   • Being punctual for all assigned activities.
   • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   • Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

None.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Minimum of 5 years teaching experience in a linguistically diverse classroom. Bachelor’s degree required in education or related field. Valid Oregon Teaching License. ESOL/Bilingual endorsement in Spanish preferred. Reading endorsement preferred. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently, both verbally and in writing, in English and Spanish. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies, or members of the community in English and Spanish. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations in English and Spanish. Ability to write reports, business correspondence and procedure manuals in English and Spanish.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: December 2022

Job Title: Education Specialist – Multi-tiered Systems of Support (MTSS)

Department: School Improvement Services

Reports To: Program Coordinator

Salary: Licensed salary schedule – ________________

JOB SUMMARY

This position will provide consultation and services to school districts, teachers and leaders about Multitiered Systems of Support specific to the acquisition of English for students who speak a language other than English as their primary language.

This position will serve as a team member with our English Learner(EL) Specialist as part of House Bill 3499 (2015), and together will serve assigned districts who are in need of services to improve student language acquisition outcomes.

This team of educators promotes Equity, Diversity and Inclusion and is looking to expand the team’s diversity by seeking bilingual/multilingual, multicultural team members with diverse backgrounds and lived experiences.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education, and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Attend meetings and work as a member of a statewide team of 5-10 members, to collaborate and share best practices and resources for English learners.
• Meet and communicate with the ODE about needs and progress of districts on a regular basis with annual reflection on progress challenges and successes.
• Meet with ESD leads to coordinate and approve efforts relating to assigned school district services.
• Meet with district administrators and EL leads to assess needs to eliminate achievement gaps for historically underserved populations and to build capacity and infrastructure to provide multitiered supports.
• Support in the creation of an action plan with specific tiered interventions, budget, calendar of supports, and smart goals for each district (with ODE support).
• Consults with district leaders about best practices for student achievement
• Supports districts with professional development.
• Provide coaching, consultation, modeling, and observation for teachers specific to culturally responsive practices and instructional strategies determined through MTSS evaluation of district
• Assist and lead districts in facilitating parent involvement activities
• Collect, manage and interpret district data on a regular basis to for data driven decision making; including behavioral data
• Ability to work with diverse community partners
• This position requires daytime travel and some overnight, in-state travel.
• As a member of the statewide team, reflect regarding progress, challenges
• Performs other duties as assigned

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all classes and meetings.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.
• Must bring issues of non-compliance to the attention of the District.

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, staff meetings and completes required paperwork in a timely manner.
2. Work collaboratively with school teams by attending meetings as determined by schedule and district needs.
3. Participate in program meetings and other team trainings.
4. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
5. Maintain professional standards

SUPERVISORY RESPONSIBILITIES

1. May train, monitor and assign work of support staff.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree from an accredited college or university; minimum of five (5) years’ experience supporting Distance Learning, Social Emotional Learning (SEL), Math, or Literacy of school-aged children in public education or mental health setting. Valid Oregon Teacher Standards & Practices Commission (TSPC) with an endorsement in School Counseling, Social Work, School Psychology, Math, Literacy, Special Education, ESOL, Bilingual ESOL, Reading and/or other related professional Oregon licensure.
• The following additional Education and/or Experience is preferred:
  • A master's degree or higher in the field of, education, technology, behavioral science, or other related fields from an accredited institution
  • Extensive experience as an SEL, Math, Distance Learning or Literacy Coach with documented professional development units (PDU’s) or credits from an accredited institution/program supporting the candidate’s training
  • Advanced degree or training in SEL, Math or Literacy or a related specialty area pr
  • Certificate or specialized training related to distance learning and/or technology based delivery of instruction
  • Bilingual/bicultural preferred, not required Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: September 2021

Job Title: Education Specialist – Social Emotional Learning – (TOSA)

Department: School Improvement Services

Reports To: Program Coordinator

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

Cross-Functional Equity, Inclusion, and Achievement Team:

This position will serve as a member of the Cross-Functional Equity, Inclusion and Achievement (CFEIA) Team designed to support school districts and ESD staff to meet the promise of the Student Success Act in the critical area of building capacity within their systems to:

1. Meet students’ mental or behavioral health needs 
2. Increase academic achievement for students, including reducing academic disparities for focal student populations

Equity & Inclusion: This team of educators promotes Equity, Diversity and Inclusion and is looking to expand the team’s diversity by seeking bilingual/multilingual, multicultural team members with diverse backgrounds and lived experiences. The CFEIA Team is flexible, collaborative, and provides technical assistance to school districts in Willamette ESD’s three-county region and collaborate as needed with statewide partners.

The Education Specialist- Social Emotional Learning (TOSA) will assist in the planning, facilitation, and coordination of professional learning and guide the implementation of regional projects related to integrated plans. The education specialist will apply their skills and knowledge to support program priorities, using continuous improvement to support program implementation, facilitate workshops, and guide learning communities working to positively impact the longitudinal performance growth targets.

The Education Specialist will work with diverse populations across many communities. The Education Specialist will demonstrate knowledge and skill in culturally responsive practices and will provide meaningful professional learning in virtual and in- person settings, depending on the needs of the populations being served. Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Attend appropriate meetings to collaborate and plan for technical assistance in the area of Social Emotional Learning.
2. Meet and communicate with team administrators about ongoing progress of regional projects on a regular basis, which may include but is not limited to programs and approaches supporting emotional intelligence, various school curriculum, and culture and climate related projects.
3. Supports implementation of school districts integrated outcomes related goals and plans through a collaborative team process.
4. Engages on multiple project teams in various roles of leadership (member, lead) utilizing a cross-functional approach.
5. Guide educators in data informed decision-making process, especially regarding Social Emotional Learning best practices pre-k through grade 12.
6. Research best practice, to support districts in making informed decisions that impact the goals and outcomes outlined in the SSA and support all students, but especially focal populations.
7. Provide professional development, coaching, and consultation that supports the goals outlined in SSA regarding Social Emotional Learning.
8. This position requires daytime travel and may include some overnight, in or out of state travel.
9. Utilizes technology platforms and programs to support and enhance coordination, collaboration, and technical assistance.
10. Collaborates with the Oregon Department of Education Team working on Social Emotional Learning standards, and other curriculum development and adoption as assigned, to support regional needs in these areas.
11. Use their background and skills in Social Emotional Learning to support collaborative efforts for team priorities.
12. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Takes and transcribes minutes for various meetings.
4. Operates general office equipment.
5. Files.
6. Photocopies documents.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s degree in Teaching, ESOL, bilingual education, Special Education, school leadership, or related field. Licensure from the state of Oregon, through Oregon Teacher Standards & Practices Commission (TSPC) or another professional licensure agency. Minimum of five years of teaching experience, working with diverse learners in a classroom experience. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: March 2023

Job Title: Education Specialist (TOSA – Secondary)

Department: School Improvement Services

Reports To: Teaching and Learning Coordinator

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

The Education Specialist will assist in the planning, facilitation, and coordination of professional learning, provide on-site technical assistance at regional district sites and with internal programs. The Education Specialist will guide the implementation of regional projects related to integrated plans. They will apply their skills and knowledge in secondary education to support regional district priorities, using continuous improvement to support program implementation, facilitate workshops, and guide learning communities working to positively impact the longitudinal performance growth targets set across the region.

The Education Specialist will work with diverse populations across many communities. The Education Specialist will demonstrate knowledge and skill in culturally responsive practices and will provide meaningful professional learning in virtual and in- person settings, depending on the needs of the populations being served.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Attend appropriate meetings to collaborate and plan for technical assistance in the areas of but not limited to Social Emotional Learning, teaching and learning, High School Success, 9th Grade on Track, and attendance.
2. Meet and communicate effectively with team administrators about ongoing progress of regional projects on a regular basis.
3. Supports implementation of school district’s integrated outcomes related goals and plans through a collaborative team process providing remote, on-site, and large group technical assistance.
4. Engages multiple project teams in various roles of leadership utilizing a collaborative approach and looking for opportunities to work cross-functionally.
5. Guide educators in data informed decision-making process, especially regarding instructional best practices to support 6th through 12th grade achievement.
6. Research best practice, to support districts in making informed decisions that impact the goals and outcomes outlined in the Student Success Act and support all students, but especially focal populations.
7. Provide professional development, coaching, and consultation that supports the goals outlined in Student Success Act in a variety of areas of school improvement.
8. This position requires daytime travel and may include some overnight, in or out of state travel, and hours outside of a regular school day.
9. Utilizes technology platforms and programs to support and enhance coordination, collaboration, and technical assistance.
10. Collaborates with the Oregon Department of Education Team working on assessment, standards and curriculum development and adoption, to support regional needs in these areas.
11. Must bring issues of non-compliance to the attention of the District.
12. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Takes and transcribes minutes for various meetings.
4. Operates general office equipment.
5. Files.
6. Photocopies documents.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s degree in teaching, education, counseling, school leadership, or related field. Master’s degree preferred. Licensure from the state of Oregon, through Oregon Teacher Standards & Practices Commission (TSPC) or another professional licensure agency. Minimum of five years of school-based experience working with diverse learners. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, they shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: June 2024

Job Title: EI/ECSE Social Worker

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule - 190 days

JOB SUMMARY

The EI/ECSE Social Worker works with staff to support the various needs of children and families involved in the EI/ECSE programs. This position provides direct services including, but not limited to, supporting families and staff through navigation of community resources and systems, advocacy, parent education/trainings, consultation with staff, and staff trainings.

Services provided virtually and/or in person in a variety of settings including homes, childcare and/or preschool settings.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Develops expectations and goals appropriate for the position and responsibilities, based on identified needs.
• Identifies and organizes resources for achieving expectations and goals.
• Plans, develops, and follows schedule based upon service delivery requirements.
• Plans, organizes, attends, and schedules appropriate meetings.
• Prepares and utilizes materials and resources to effectively coordinate services.
• Carries out plans and uses strategies and resources, adapting as needed to achieve desired goals.
• Designs and implements appropriate services and monitors and adjusts services as needed.
• Provides information to staff and parent/guardian regarding community resources and activities.
• Provides referral assistance and case management support.
• Develops and facilitates parent and staff educational trainings or educational support groups.
• Uses and manages time effectively.
• Identifies, collects, organizes, and maintains data pertinent to the position.
• Selects or develops methods of collecting information and uses these methods appropriately.
• Interprets, analyzes, and acts upon information to make decisions, guide improvement, and report results.
• Selects, develops and uses appropriate assessment tools, and interprets results effectively.
• Timely review of goals to assess ongoing needs and progress.
• Conveys information and ideas in modes, forms, and in a style that is appropriate to audience, purpose, and context.
• Listens and responds respectfully to information and ideas conveyed by others.
• Works cooperatively and collaboratively as a team member using good interpersonal relationship skills.
• Maintains confidentiality of information regarding students and families in accordance with agency, state and federal policies, and guidelines.
• Maintains open communication to keep school districts, service providers, and agency partners informed of activities, objectives, and services of the program to increase collaboration and reduce service duplication.
• Provides information and in-service training to staff, parents, and the community.
• Communicates clearly and effectively with staff members, parents, and partners from other community agencies.
• Envisions future needs and opportunities appropriate for the position and program.
• Performs other duties as assigned.
• This position requires daytime travel and some overnight, in-state travel.
• Performs other duties as assigned.

Other

• Effectively builds and sustains positive professional and interpersonal relationships.
• May coordinate activities with other departments, organizations, and agencies in areas of mutual concern or interest.
• Maintains respectful consistent communication with direct supervisor and/or program coordinator.
• Assures activities and decisions are in alignment with diversity, equity, and inclusion tenets.
• Inspires colleagues, and builds a positive, productive work environment of belonging.
• Seeks and invites input from others in the planning and decision-making process.
• Applies communication best practices to achieve effective project management.
• Professionally balances deadlines and identifies priorities through sound decision-making and conflict resolution.
• Professionally balances deadlines and identifies priorities through sound decision-making and conflict resolution.
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all classes and meetings
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.
• Must bring issues of non-compliance to the attention of the District.

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.

• Collects and reports data.
• Participates on crisis response teams.
• Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.
• Participate in program meetings and other team trainings.
• Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
• Maintain professional standards

SUPERVISORY RESPONSIBILITIES

May train, monitor and assign work of support staff.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above, as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree in Social Work, or B.S.W. actively seeking M.S.W. or able to obtain TSPC School Social Worker license with related experience and/or training. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas; contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, administrators, school staff, and the general public. Ability to read, analyze and interpret common scientific and technical journals, financial reports, and legal documents.
• Mathematical Skills: Ability to add, subtracts, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policies with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods, and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision-making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, they must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including a valid Oregon driver's license and Licensed Master of Social Work, Clinical Social Work Associate or Licensed Clinical Social Worker.

PHYSICAL DEMANDS

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.

While performing the duties of this job, the employee is regularly required to talk or hear.

The employee is frequently required to walk, sit, use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is occasionally required to stand. The employee must regularly lift and/or move up to 10 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distant vision, and depth perception.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: July 2022

Job Title: EI/ECSE Specialist

Department: Special Education

Reports To: Program Coordinator

Salary: Licensed Salary Schedule – _______ calendar days

JOB SUMMARY

The EI.ECSE Specialist provides early intervention and early childhood special education services to early childhood and school age children with special needs and their families in a variety of settings. Maintains, implements, and monitors IFSPs, organizes and conducts IFSP meetings. Communicates with families, community partners and other professionals.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Creates plans for instruction (e.g. lesson plans for preschool, plans for individual sessions or parent/child groups).
2. Designs classroom set up to meet children’s needs.
3. Attends team meetings as scheduled.
4. Transitions children from EI to ECSE. Helps transition students from ECSE to kindergarten.
5. Maintains caseload/database for class.
6. Plans, prioritizes, and organizes assignments and projects with a minimum of supervision.
7. Maintains safe, secure, and positive learning environment.
8. Provides specialized instruction to children during home visits, specialized classroom community preschool, childcare or clinic group settings.
9. Develops and implements IFSP.
10. Supervises children in a group setting.
11. Assists children in daily needs and hygiene including feeding, positioning, toileting, hand washing and administering emergency medications.
12. Schedules, conducts, and facilitates IFSP meetings. Records meeting minutes at all IFSP meetings, takes notes at IFSP meetings.
13. Completes all required paperwork within prescribed timelines.
14. Maintains atmosphere in classroom or developmental groups that is conducive to learning which includes:
    1. Access to variety of materials and teacher strategies to meet a range of levels and abilities.
    2. Organizes and effectively manages the environment.
    3. Cares for the physical or acquisition of appropriate educational materials and equipment.
15. Assesses all children with appropriate assessment tools including state identified curriculum-based assessment.
16. Develops data system. Collects and analyzes data on individual children’s goals and adjust instruction as indicated.
17. Completes file review, evaluation, and transition reports.
18. Communicates and consults with families through the telephone, meetings and in writing.
19. Communicates with other specialists/team members through the telephone, meetings, and in writing.
20. Identifies and meets performance goals.
21. Adheres to professional ethics as identified by agency, professional organizations, and licensing commissions.
22. Develops and implements training to staff.
23. Attends staff meetings and trainings.
24. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Drives to various sites.
2. Shops for classroom supplies.
3. Supervises assistant teachers.
4. Moves equipment in classroom.
5. Represents District to other agencies and consults with other service agencies.
6. Faxes documents and makes photocopies.
7. Attends parent conferences.
8. Possess reliable transportation.

SUPERVISORY RESPONSIBILITIES

1. Monitors instructional assistants (IAs).
2. Helps IAs develop goals.
3. Provides input to administrator on IA’s job performance.
4. Trains new IAs.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s Degree, or significant progress toward a Master's degree, from a four-year college or university, in Special Education or Early Intervention/Early Childhood Special Education or a combination of a bachelor’s degree and experience that would allow the individual to obtain authorization under the Oregon Department of Education EI.ECSE specialist authorization. Knowledge of developmentally appropriate practices in early childhood education. Experience at preschool level for children with disabilities, birth to five years of age. Evaluation/assessment experience for children, birth to five years of age. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid Oregon driver's license, first aid/CPR card and teaching licensure issued by TSPC with Early Intervention/Early Childhood Special Education or special education endorsement.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2023

Job Title: English Learner Specialist – Teacher on Special Assignment (TOSA)

Department: School Improvement Services

Reports To: Teaching and Learning Coordinator

Salary: Licensed salary schedule – 205 days

JOB SUMMARY

The English Learner Specialist will provide services to school districts, teachers and leaders to facilitate the acquisition of English for students who speak a language other than English as their primary language. The position serves assigned districts who are in need of services to improve student language acquisition outcomes. The English Learner Specialist works as part of a statewide team funded through the Oregon Department of Education. Individual must have successful experience working with culturally diverse schools; including families and communities, knowledge and skill in culturally responsive teaching and learning and experience working with English learners in a classroom setting.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education, and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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. Attend meetings and work as a member of a statewide team of 5-10 members, to collaborate and share best practices and resources for English learners.
2. Meet and communicate with the ODE about needs and progress of districts on a regular basis with annual reflection on progress challenges and successes.
3. Meet with ESD leads to coordinate and approve efforts relating to assigned school district services.
4. Meet with school district leaders to identify their ELL leads, contacts, create, implement, and analyze a needs assessment survey for the districts to assist in creating service action plans.
5. Manage and interpret data for districts.
6. Create an action plan, budget, calendar of supports, and smart goals for each district (with ODE support).
7. Consults with district leaders about best practices for English learners.
8. Supports districts with professional development.
9. Provide coaching, consultation, modeling, and observation for teachers specific to instructional strategies for English learners Assist and lead districts in facilitating with parent involvement activities
10. Collect, manage and interpret district EL data on a regular basis
11. This position requires daytime travel and some overnight, in-state travel.
12. As a member of the statewide team, reflect regarding progress, challenges
13. Performs other duties as assigned
14. Must bring issues of non-compliance to the attention of the District.

Other

1. Effectively builds and sustains positive professional and interpersonal relationships.
2. Coordinates activities with other departments, organizations and agencies in areas of mutual concern or interest.
3. Maintains respectful consistent communication with direct supervisor and/or program coordinator.
4. Assures activities and decisions are in alignment with diversity, equity and inclusion tenets.
5. Inspires colleagues, and builds a positive, productive work environment of belonging.
6. Seeks and invites input from others in the planning and decision-making process.
7. Applies communication best practices to achieve effective project management.
8. Professionally balances deadlines and identifies priorities through sound decision-making and conflict resolution.
9. Creates a positive work environment by:
   • Seeking to understand diverse points of view
   • Soliciting input from others
   • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
   • Responding effectively to crisis situations
   • Following agreed upon team Standard Operating Procedures developed and outlined
   • Advocates for and models antiracism practices
10. Follows Willamette ESD procedures, as outlined in the Staff Handbook, and assists support staff to do the same.

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. At the discretion of the program coordinator/director, assists other ESD administrators and employees in meeting agency and program goals.
3. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Minimum of five years of teaching experience, working with English learners in a classroom experience. Bachelor’s degree in teaching, ESOL, bilingual education, school leadership or related field. Master’s degree preferred. Licensure from the state of Oregon, through Oregon Teacher Standards & Practices Commission (TSPC) or other professional licensure agency. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, they must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including valid 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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: June 2024

Job Title: Information Technology Teacher

Department: School Improvement Services

Reports To: WCA Principal

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Willamette Career Academy is harnessing the power of connection and collaboration to become a regional hub for career/technical innovation. The program will serve and provide equitable access to students and business partners from across Marion, Polk, and Yamhill counties. The Willamette Career Academy is designed to emphasize innovation, informed by student and industry input. The Willamette Career Academy will prepare students for in- demand jobs and provide access to further education and training in career pathways.

The IT Teacher will help students learn subject matter and skills that will contribute to their development as career-ready, IT professionals.

Equity & Inclusion: This position requires a commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

• Coordinates with and serves as a liaison to the technology industry
• Teaches occupational knowledge and skills in areas such as safety, graphic design, process camera, photo processing, silkscreen printing, 35mm photography, printing processes, motion graphics, computer programming, computer program assembly, systems management, database management, network design, and administration, software engineering, computer technical support, and career preparation.
• Matches activities and materials to individual and group skills and needs.
• Designs or selects the planned sequences of instruction for the development of occupational skills and knowledge.
• Advises students in academic program requirements
• Works collaboratively with other staff members and assists in the successful operation of the program
• Responsible for marketing the program
• Participates in professional development activities
• Participates as an active and effective member of the Willamette Career Academy
• Patriciates in curriculum development, improvement, and revision; recommends course outline revisions
• Contributes suggestions for annual department budget
• Attends staff meetings and patriciates in designated committee work; represents the department at pertinent meetings as required
• Promotes a positive image of the Willamette Career Academy and its programs
• Develops and maintains contacts with community and professional organizations
• Functions as a life-long learner
• Instructs computer technologies and related courses
• Develops short-term workshops and arranges for guest speakers, tours, and seminars to meet the needs of the automotive industry
• May place and supervise cooperative work experience students
• Meets all scheduled and specific classes-day
• Teaches classes as assigned, following approved course outlines
• Prepares and develops materials for assigned classes
• Posts and maintains office hours
• Provides students with course syllabi
• Maintains records of grades and attendance; reports individual academic grades when required; evaluates student’s work
• Maintains Willamette Career Academy facilities and equipment
• Recommends textbooks and other instructional materials and equipment; recommends library and reference materials
• Keeps up to date on technological changes and developments in the subject area
• Creates a learning climate of mutual respect and fairness
• Encourages creative and critical thinking
• Engages students in an active learning process
• Facilitates learning that applies to and enriches lives
• Encourages student responsibility for learning
• Promotes learning as a lifelong process
• Provides supervisor with a vision of how to move the recruiting, retention, and transition program forward based on students’ program, and cohort needs
• Provides IEP teams with relevant information and data as required
• Provides students with a stable resource to process concerns and promote good work ethics
• Brings issues of non-compliance to the attention of the District
• Perform other duties as assigned.

Other

• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrated commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all assigned activities.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

• Starts and maintains an approved Career and Technical Student Organization.
• Maintains the classroom and laboratory spaces and equipment.
• Maintaining and participating on an advisory committee.
• Student supervision.
• Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
• Attends in-service training, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with endorsement in information technology and/or Math or Science with IT experience. OR a CTE license in information technology through Teacher Standards & Practices Commission OR ability to obtain it by holding an Associate of Applied Science or a Bachelor of Science degree in IT OR related field. Five years of successful occupational experience within IT and/or, five years relevant experience teaching in an IT training/education program is preferred. Demonstrated ability to relate positively with students, teachers, administrators, employers, parents, and the community. Demonstrate possession of knowledge, skills, and attitudes necessary for employment in metal trades. Professional Technical endorsement in Computer Technology and Communications Technologies desired. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: February 2022

Job Title: Library Media Specialist

Department: School Improvement Services

Reports To: Executive Director of School Improvement Services

Salary: Licensed Salary Schedule

JOB SUMMARY

The Library Media Specialist will consult and provide support to various school districts on contract with the Willamette ESD by helping improve student achievement by performing duties associated with library print and non-print circulation; audio-visual support, collection maintenance, scheduling, distribution, and use.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Provides guidance in library media program design, development, and coordination
• Supports district library staff by developing programs, lessons, and other necessary functions of a certified Library Media Specialist
• Develops and delivers resources and support to library media programs at school sites
• Provides development, support, maintenance, and training for library media databases and programs
• Advises the Program Associate/Coordinator/Director in matters of program management and planning
• Must bring issues of non-compliance to the attention of the District
• Performs other related duties as assigned

Other

• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrates commitment to continuous professional learning
• Creative problem-solving skills
• Demonstrates ability to manage budgets and optimize resources
• Demonstrates ability to manage budgets and optimize resources
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocating for and modeling antiracism practices
• Advocating for and modeling antiracism practices
  • Maintaining good attendance.
  • Being punctual for all classes and meetings.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completing required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.
3. May provide training to staff and/or Agency.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with proper Library Media endorsement. Master's Degree (M.A.) preferred. Bilingual preferred. Successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid teacher's license through TSPC and appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2021

Job Title: Manufacturing/Mechatronics Teacher

Department: School Improvement Services

Reports To: WCA Principal

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Willamette Career Academy is harnessing the power of connection and collaboration to become a regional hub for career/technical innovation. The program will serve and provide equitable access to students and business partners from across Marion, Polk, and Yamhill counties. The Willamette Career Academy is designed to emphasize innovation, informed by student and industry input. The Willamette Career Academy will prepare students for in-demand jobs and provide access to further education and training in career pathways.

The Manufacturing Instructor will help students learn subject matter and skills that will contribute to their development as career-ready employees.

Equity & Inclusion: This position requires a commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

• Coordinates with and serves as a liaison to the manufacturing and mechatronics industry
• Teaches occupational knowledge and skills in areas such as safety, machine processes, metal fabrication, welding, foundry, heat treating, cutting, communications, and career preparation
• Advises students in academic program requirements
• Works collaboratively with other staff members and assists in the successful operation of the program
• Responsible for marketing the program
• Participates in professional development activities
• Participates as an active and effective member of the Willamette Career Academy
• Patriciates in curriculum development, improvement, and revision; recommends course outline revisions
• Contributes suggestions for annual department budget
• Attends staff meetings and patriciates in designated committee work; represents the department at pertinent meetings as required
• Promotes a positive image of the Willamette Career Academy and its programs
• Develops and maintains contacts with community and professional organizations
• Functions as a life-long learner
• Develops short-term workshops and arranges for guest speakers, tours, and seminars to meet the needs of the automotive industry
• May place and supervise cooperative work experience students
• Meets all scheduled and specific classes-day
• Teaches classes as assigned, following approved course outlines
• Prepares and develops materials for assigned classes
• Posts and maintains office hours
• Provides students with course syllabi
• Maintains records of grades and attendance; reports individual academic grades when required; evaluates student’s work
• Maintains Willamette Career Academy facilities and equipment
• Recommends textbooks and other instructional materials and equipment; recommends library and reference materials
• Keeps up to date on technological changes and developments in subject area
• Creates a learning climate of mutual respect and fairness
• Encourages creative and critical thinking
• Engages students in an active learning process
• Facilitates learning that applies to and enriches lives
• Encourages student responsibility for learning
• Promotes learning as a lifelong process
• Provides supervisor with a vision of how to move the recruiting, retention, and transition program forward based on students program, and cohort needs
• Provides IEP teams with relevant information and data as required
• Provides students with a stable resource to process concerns and promote good work ethics
• Brings issues of non-compliance to the attention of the District
• Perform other duties as assigned

Other

• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrated commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all assigned activities.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

• Starts and maintains an approved Career and Technical Student Organization.
• Maintains the shop space and equipment.
• Maintaining and participating on an advisory committee.
• Student supervision.
• Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
• Attends in-service training, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Oregon Teaching Certificate for the assignment or Professional Technical Teaching License satisfying TSPC requirements for teaching professional technical courses in manufacturing technology and/or Math or Science endorsement with construction experience. OR Associate of Applied Science or a Bachelor of Science degree in manufacturing or mechatronics OR related field OR Five years of successful occupational experience within Manufacturing or Mechatronics and/or, five years relevant experience teaching in a Manufacturing or Mechatronics training/education program is preferred. Demonstrated ability to relate positively with students, teachers, administrators, employers, parents, and the community. Demonstrate possession of knowledge, skills, and attitudes necessary for employment in metal trades. Professional Technical endorsement in Manufacturing Technology desired. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: February 2022

Job Title: Mentor

Department: Center for Education Innovation, Evaluation & Research

Reports To: Coordinator, Regional Educator Network

Salary: Licensed Salary Schedule – 190 days

JOB SUMMARY

The Mentor will be assigned to multiple school districts and meet weekly with all novice educators within the districts to support them in curriculum development, classroom management, instructional strategies, assessment, and all areas of their professional development. This position will serve as a member of the South Coast to Valley Regional Educator Network (REN). The REN is an educator led, improvement focused network that elevates and embraces teachers’ voice by emphasizing an equity lens to interrupt historical patterns of inequities. The REN supports educators through every stage of their career from recruitment through retirement.

The Mentor will contribute to the development of an environment that encourages approachability, support, and effective communication skills. The Mentor will aid novice teachers in acquiring a strong understanding of best practices and high-impact teaching strategies while promoting the development of equitable systems. The Mentor will have the capacity to engage in sensitive conversations regarding the impact of inequities on students and staff of color.

This is a temporary position. Days, hours, and site locations to be determined.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Demonstrates a commitment to personal and professional growth and learning.
2. Demonstrates a continual commitment to improving the social-emotional and academic lives of students and educators.
3. Demonstrates knowledge of/willingness to learn about adult learning theory and beginning educator development.
4. Models professional behavior (i.e., collegiality with peers, continuing professional growth, honesty, integrity, respect).
5. Maintains time logs to assist in data collection.
6. Analyzes and interprets student work and assessment data with novice educator, for the purpose of helping teachers use results for instructional decision making.
7. 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.
8. Develops relationships with staff based on trust and respect for the purpose of encouraging improved instructional practices.
9. Facilitates job-embedded professional learning to assigned novice educators to refine and maintain instructional and classroom management skills.
10. Models effective teaching, management, and communication practices.
11. Oversees and participates in data collection as requested by the educator and by the SC2V REN.
12. Provides ongoing classroom assistance through peer-oriented observation and feedback.
13. Collaborates with SC2V REN mentors, design coaches, and senior manager.
14. Maintains a confidential relationship with novice educators.
15. Attendance at mandated mentor trainings and completion of Mentoring In Action curriculum review.
16. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
1. Listening to understand diverse points of view
2. Soliciting input from others and responding to the input
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
4. Responding effectively to crisis situations
5. Advocates for and models antiracism practices
6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

• Assists staff at conferences and assists at other WESD functions as necessary.
• Performs special projects.
• Takes and transcribes minutes for various meetings.
• Operates general office equipment.
• Files.
• Photocopies documents.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s degree in teaching, education, counseling, school leadership, or related field. Licensure from the state of Oregon, through Oregon Teacher Standards & Practices Commission (TSPC) or another professional licensure agency. Minimum of five years of successful teaching/administration experience. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: October 2023

Job Title: Native American Education Liaison

Department: School Improvement Services

Reports To: Senior Manager of Social Emotional (SEL) Learning

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

The Native American Education Liaison will work as part of the Cross Functional Equity, Inclusion, and Achievement (CFEIA) Team, in the School Improvement Services Department, to help facilitate, sustain, and support the wellness of American Indian/Alaska Native communities, as we move forward from the pandemic, wildfires, water crises, other traumas and effects.

The Native American Education Liaison coordinates and implements SB21 locally, as it pertains to the Siletz and Grand Ronde tribes in the regions that are served by the Willamette Education Service District to support the well-being of students.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Understand the state, regional, and local history, and context for American Indian/Alaska Native students.
2. Work closely with school and district staff, Native American families, and communities to co-create, support, and strengthen strategies and activities for Native American students.
3. Work with school staff to foster an inclusive Native American culture at schools (i.e. student clubs, family, and community events, etc.).
4. Understand and partner with community and state tribal programs with a particular focus on the Confederated Tribes of the Siletz Indians and the Confederated Tribes of Grand Ronde.
5. Provide and coordinate professional development for staff, including, but not limited to curriculum and Native American/Alaska Native cultural intelligence and competence.
6. In conjunction with school district staff, use student data to identify areas of strength, areas for growth, and obtain resources for interventions (attendance reports, grades, etc.).
7. Promote understanding of families’ cultural diversity.
8. Support schools and districts with tribal enrollment efforts and student information
9. Collaborate and coordinate with the CFEIA team and other WESD personnel supporting our regional Native American/Alaska Native efforts, with a particular focus in the area of Social Emotional Learning.
10. Must have reliable transportation.
11. Travel to the tribal communities and school districts.
12. Develop and coordinate a Tribal Liaison Oversight Committee.
13. Attend to grant requirements and pursue grants that support Native American and Alaska Native students and families.
14. Support school districts in the development of any and all required plans associated with Senate Bill 13, or in support of Native American/Alaska Native population.
15. Participate in a statewide community of practice with Oregon Office of Indian Education and other statewide meetings associated with Oregon Office of Indian Education required by state and or supervisor.
16. Co-develop regional and local opportunities for community engagement with state, regional and local partners, to engage American Indian and Alaska Native students and families and support cultural awareness throughout the community.
17. Develops and contributes to reports for department, executive council, WESD Board of Directors, and the State of Oregon, as required by supervisor.
18. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
1. Listening to understand diverse points of view
2. Soliciting input from others and responding to the input
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
4. Responding effectively to crisis situations
5. Advocates for and models antiracism practices
6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Maintains records of activities
2. Communicates regularly with supervisor and team members
3. Takes and transcribes minutes for various meetings
4. Operates general office equipment
5. Files items physically and electronically
6. Photocopies documents

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree; or equivalent combination of education and experience; Valid Oregon Teacher Standards & Practices Commission (TSPC) Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: February 2023

Job Title: Nurse

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – 190 calendar days

JOB SUMMARY

Coordinates and delivers a school health program including the delivery of services to students and staff members in order to enhance health and wellness in the school community. Duties are performed in accordance with standards of professional school nurse practice, district/state board of education policies and procedures and state law regarding nurse practice. Primary responsibility shall include student safety and appropriate collaboration and attention to each student’s readiness to learn including needed guidance, discipline, and welfare. Employee may work in a variety of preschool or school aged settings and teams. Employee may travel between several schools.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education, and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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. Identify health-related barriers to learning.
2. Serve as the health advocate for all school children focusing on the promotion of healthy living styles and the prevention of illness and disability.
3. Knowledge of applicable laws and nursing practice regulations and standards.
4. Educational background, experience and competencies to provide preventative health, health assessment and referral services to students.
5. Experience working with children.
6. Comply with applicable District, state, local and federal laws, rules and regulations.
7. Conduct health assessments.
8. Screen and evaluate findings of deficit in vision, growth, etc., as resources allow.
9. Observe the child for development and health patterns in making nursing assessment and nursing diagnosis.
10. Interpret the health status of pupils to parents and school personnel.
11. Initiate referrals to parents, school personnel and community health resources for intervention, remediation and follow-through.
12. Recommend and help to implement modification of school programs to meet student health needs.
13. Utilize existing health resources to provide appropriate care of students.
14. Maintain, evaluate and interpret cumulative health data to accommodate individual needs of students.
15. Participate with multidisciplinary teams to develop Section 504 plans, Individualized Education Plans (IEP) or Individual Family Service Plans (IFSP).
16. Plan and implement school health management protocols for the child with special health needs.
17. Supporting School Districts with cases of chronic absenteeism
18. Participate in home visits to assess the family’s needs as related to the child’s health.
19. Provides topic-specific training to district staff as needed and requested.
    1. Training topics may include:
       1. Medication administration
       2. Managing specific health conditions (seizure, asthma, diabetes, celiac disease, adrenal insufficiency, etc.)
       3. Managing food and other allergies, including the use of Epi Pens
20. Provides and/or delegates direct professional nursing services, first aid, illness, and emergency care to students and staff including nursing assessment, identifying health problems, making referrals for diagnosis and treatment, recommending educational modifications, providing follow-up and evaluation, and maintaining appropriate documentation.
21. Ability to become proficient navigating in internal and external data systems, including data entry and report production pertinent to delivery of school health services.
22. Ability to multi-task and work independently with a high degree of accuracy, efficiency and attention to detail.

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

1. This position may supervise volunteers, student aides, and instructional assistants. All school employees have some responsibility for supervising students and assisting in maintaining a safe environment at all times. Supervises Instructional assistants (IAs) in providing specific delegated health care services/procedures (tracheotomy suctioning, G-tube feedings, and etc.).

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: A Valid Oregon license to practice as a Registered Nurse. BSN Preferred. Current certification in CPR. Minimum experience: one year within the last five years working as an RN or completion of an internship program approved by WESD. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved. Adheres to IDEA, HIPAA and FERPA guidelines.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, TSPC licensure as school nurse and first aid/CPR training certificate.

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS AND TRAINING

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: May 2021

Job Title: Occupational Therapist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed Salary Schedule – _______ calendar days

JOB SUMMARY

The Occupational Therapist administers occupational therapy services, including evaluation and direct therapy, for assigned children and students in educational settings. Provides consultation and training to educational staff and families.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

• Provides therapeutic interventions in motor, adaptive and sensory areas.
• Provides assistance and/or recommendations to families and school districts regarding selection, ordering and funding of appropriate equipment and materials.
• Maintains a regular weekly or monthly schedule that meets IEP/IFSP service levels.
• Plans, prioritizes, and organizes assignments and projects with a minimum of supervision.
• Formulates treatment plans.
• Develops feeding protocols for students with swallowing disorders.
• Selects, acquires, manages, designs and/or constructs adaptive devices, equipment, or other assistive technology to enhance independence in the educational setting.
• Fabricates adaptive equipment.
• Completes required and or assigned paperwork in a timely and professional manner.
• Monitors, evaluates, and modifies student performance using observation, data and/or pre- post testing.
• Uses current assessment practice to determine needs for services and eligibility.
• Completes Medicaid forms as necessary.
• Assesses students to determine current levels of performance, eligibility, and progress towards IEP/IFSP goals.
• Assesses the educational environment within the limits imposed by the student’s disability, and work as a member of the multidisciplinary team to develop and provide an appropriate educational program for each assigned student.
• Instructs, collaborates with, trains and monitors teachers, instructional assistants, families, or other appropriate personnel to implement motor activities and safe physical management relevant to school-related performance.
• Coordinates treatment with other specialists.
• Communicate with physicians and medical clinics and vendors to assure that medical decisions made and equipment ordered will interface well with the educational environment. Completes therapist paperwork involved in ordering equipment through third- party payers.
• Informs supervisor and program secretary of schedule and other ways to maintain contact during working hours.
• Identifies professional strengths and limitations and sets and meets performance goals.
• Adheres to professional ethics as identified by agency, professional organizations, and licensing commissions.
• Supervises fieldwork students and licensed assistants as assigned.
• Provides training to educational staff and families in such areas as positioning, handling, safe feeding, fine motor skill development, sensory processing, and self-help skills.
• Attends and participates in required meetings including staff meetings and IEP/IFSP meetings.
• Perform other duties as assigned.

Other

• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrated commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
  • Listening to understand diverse points of view
  • Soliciting input from others and responding to the input
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
  • Able to articulate how systems and processes contribute to inequity
• Able to articulate how systems and processes contribute to inequity
  • Maintaining good attendance.
  • Being punctual for all assigned activities.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

• Cleans equipment.
• Repair equipment if necessary.
• Reliable transportation for itinerant duties.

SUPERVISORY RESPONSIBILITIES

• Supervises Certified Occupational Therapy Assistants (COTAs).
• Trains staff to follow feeding protocols and the fine motor, sensory and adaptive programs.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor's degree (B.A.) from four-year college or university (fifth year college or university program certificate preferred) - program must be approved by the American Occupational Therapy Association; or two-to-four years' related experience and/or training; or equivalent combination of education and experience. Knowledge of etiology, prognosis, and appropriate treatment techniques for major physically handicapping conditions. Knowledge of normal and abnormal developmental patterns.
• Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid Oregon driver's license, first aid/CPR card, National Board Certification in Occupational Therapy and Oregon Occupational Therapy 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; walk; sit; use hands for fine manipulation, to handle or feel and to reach with hands and arms. The employee is frequently required to stand and stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2022

Job Title: Physical Therapist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Physical Therapist administers physical therapy services to assigned children and students in educational settings, including evaluations, direct therapy, consultation and training to educational staff and families.

ESSENTIAL DUTIES 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. Effectively plans distribution of equipment and materials.
2. Provides assistance and/or recommendations to families and school districts regarding selection, ordering and funding of appropriate equipment and materials.
3. Determines schedules for services based on student needs and caseload constraints.
4. Displays knowledge of normal developmental sequences and learning patters in the areas of sensory, motor, psychosocial and cognitive development.
5. Plans, prioritizes and organizes assignments and projects with a minimum of supervision.
6. Develops and implements motor and sensory activities, accommodations and modifications that support IFSP/IEP goals and promotes student learning.
7. Facilitates appropriate referral processes.
8. Selects, acquires, manages, designs and/or constructs adaptive devices, equipment or other assistive technology to enhance independence in the educational setting.
9. Completes Medicaid forms, as necessary.
10. Writes necessary assessment summaries and recommendations in a clear, informative and timely manner.
11. Writes goals which are appropriate and measurable, reflecting students' functional needs, preference and expected outcomes.
12. Assesses the educational environment within the limits imposed by the student’s disability, and work as a member of the multidisciplinary team to develop and provide an appropriate educational program for each assigned student.
13. Participates collaboratively on a team to develop an integrated IFSP/IEP team.
14. Participates collaboratively on IFSP/IEP teams and determines eligibility.
15. Communicates clearly and effectively in a variety of situations, including difficult ones, with agency staff, district staff and the public.
16. Provides information and in-service training.
17. Identifies professional strengths and limitations and sets and meets performance goals.
18. Creates a positive work environment by:
    1. Tolerating others' points of view
    2. Soliciting input from others
    3. Resolving conflict at the lowest level possible
    4. Responding effectively to crisis situations
19. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
20. Adheres to professional ethics as identified by agency, professional organizations and licensing commissions.
21. Supervises fieldwork students and licensed assistants as assigned.
22. Provides supervisors with suggestions to deliver evaluation and therapy services when there are limited resources.
23. Maintain a regular weekly or monthly schedule that meets the service needs of assigned caseload. Informs supervisor and program secretary of schedule and other ways to maintain contact during working hours.
24. Provide training to educational staff and families in such areas as positioning, handling, gross motor skill development, and self-help skills.

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. Cleans equipment.
2. Repair equipment as necessary.
3. Possess reliable transportation.
4. Other duties may be assigned.

SUPERVISORY RESPONSIBILITIES

1. Trains and supervises assignments for Licensed Physical Therapy Assistants (LPTAs).

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) or equivalent; or four-to-years' related experience and/or training; or equivalent combination of education and experience. Training and experience in Pediatric Physical therapy. Experience with children with disabilities birth to 5 years of age. Evaluation/assessment experience for children birth to 5 years of age.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit. Ability to effectively communicate with children who have significant behavioral and learning challenges as well as school staff, program staff, parents and community members.
• Language Skills: Ability to communicate fluently in English. Ability to read, analyze and interpret job related business periodicals, professional journals, common scientific and technical procedures, financial reports, legal documents and governmental regulations. Ability to write reports, business correspondence and procedure manuals. Ability to respond to common inquiries or complaints from students, parents, regulatory agencies, or members of the community. Ability to effectively present information and respond to questions from groups of parents, administrators, school staff and students.
• Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts of basic algebra and geometry. Ability to apply advanced mathematical concepts such as exponents, logarithms, quadratic equations and permutations. Ability to apply mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance, correlation techniques, sampling theory and factor analysis.
• Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. Ability to apply principles of logical or scientific thinking to wide range of intellectual and practical problems. Ability to deal with nonverbal symbolism (formulas, scientific equations, graphs, musical notes, etc.) in its most difficult phases.
• Computer Skills: General knowledge of computer usage and ability to use word processing and database software, E-mail and the Internet.
• Other Skills and Abilities: None.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Certificates, Licenses, Registrations: Certificates as determined by the District including Oregon Physical Therapy license, current CPR certification for infants, children and adults and valid 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.

The employee is frequently required to stand and sit; regularly required to walk; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is regularly required climb or balance; stoop, kneel, crouch or crawl. While performing the duties of this job, the employee is regularly required to talk or hear, taste or smell. The employee must regularly lift and/or move up to 25 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision and peripheral vision, and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate. The employee is occasionally exposed to wet or humid conditions and outdoor weather conditions due to itinerant nature of the position.

While performing the duties of this job, the employee works with standard office and/or instructional equipment and individual mobility equipment (wheelchairs) with moving mechanical parts and serves children in their educational environment which may include homes, preschools and classrooms.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2016

Job Title: Qualified Mental Health Provider (QMHP)

Department: Special Education

Reports To: Program Coordinator

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

The Qualified Mental Health Professional (QMHP) will provide diagnostic and prescriptive therapy services to students with disabilities such as emotional and social disturbances from school districts in Marion, Yamhill, and Polk counties. The QMHP will also provide diagnostic, prescriptive, and comprehensive behavioral and therapeutic services to students with emotional and/or behavioral problems that adversely affect educational performance.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Prepares, organizes, and maintains confidential files and students' records in accordance with ESD, state and federal policies and guidelines.
2. Provides a verbal and written report of test data and interpretation.
3. Provides direct specially designed instruction in the area of social and emotional issues related to academic success.
4. Provides consultation services and/or in-services regarding learning, academic, self- sufficiency, behavioral and other student needs.
5. Makes recommendations for interventions with a preventative focus.
6. Facilitates appropriate referral processes.
7. Plans and implements service delivery models including individual, small group and classroom settings and schedules in assigned schools and programs.
8. Develops, selects, and uses appropriate assessment tools and effectively interprets results.
9. Provides formal and informal assessment of behavior for students suspected of having emotional disturbance.
10. Participates collaboratively on a team to determine eligibility/develop an integrated IFSP/IEP.
11. Maintains confidentiality.
12. Identifies professional strengths and limitations and sets and meets performance goals.
13. Adheres to professional ethics as identified by agency, professional organizations, and licensing commissions.
14. Pursues on-going professional growth and opportunities to maintain and improve skills.
15. Provides training to staff members.
16. Develops contacts with other professionals outside the ESD that enhances service delivery to students and provides districts with additional resources.
17. Provides an array of outpatient mental health services to promote individualized patient recovery.
18. Conduct intakes, individual, group, and family therapy
19. Develop service plans and conduct reviews as needed throughout the duration of services.
20. Provide mental health assessments, counseling, referrals, and intervention services.
21. Complete and maintain documentation in a timely and accurate manner and according to Federal, State and Center guidelines.
22. Write reports to courts, schools, or other community agencies as requested by the WESD special education director.
23. Follow up with teachers, parents, counselors, psychiatrists and/or attending physicians in cases involving hospital admissions.
24. Collaborate with external psychiatric care providers as well as representatives from civic assistance programs to help schedule treatment sessions for those students who need these services.
25. Make professional evaluations, decisions, and recommendations for treatment planning and implementation.
26. Establishes and maintains effective working relationships with mentally or emotionally disabled persons and their families.
27. Excellent written and verbal communication skills.
28. Comfortable treating both routine and serious mental health illness
29. Strong computer literacy skills.
30. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Support WESD staff and departments in times of crisis where the Superintendent has requested support.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) and a minimum of two years' experience working with children. Valid board certification through the Mental Health and Addiction Counseling Board (MHACBO). Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license and license through MHACBO.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: May 2022

Job Title: Regional Educator Network Design Coach

Department: Center for Education Innovation, Evaluation & Research

Reports To: Regional Educator Network Coordinator

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

The Regional Educator Network Design Coach brings equitable access to professional learning opportunities within the South Coast 2 Valley REN. The coach will take a lead in building the capacity of district leaders, teams, and educators to engage in the principles, practices and mindsets of continuous improvement.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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. Facilitate or co-facilitate local improvement team meetings that involve implementation planning within an inquiry cycle structure that may include:
1. Designing measures of success
2. Supporting collection of associated data
3. Facilitating progress monitoring routines
4. Using continuous improvement tools and processes
5. Leading teams in the use of qualitative and quantitative data collection and analysis to inform and evaluate the work of the team.
2. Identify and leverage current strengths within schools and work within the REN structure to spread learning and build the capacity within the region.
3. Identify best practices, research, and effective tools to improve current systems and practices.
4. Monitor and capture implementation progress, with associated data, within REN reporting mechanisms to be shared throughout the region.
5. Establish and foster meaningful relationships with district/school teams, staff, and community partners to support the collective work of the REN.
6. When applicable, appropriate, and necessary, provide 1:1 coaching to district staff in order to build their capacity to attain the goals of the REN.
7. Participate in professional learning opportunities and communities of practice to further develop coaching skill sets.
8. Perform other related duties, as assigned to support the success of the agency and Regional Educator Network.
9. Local travel will be required. This job requires setting up and attending school meetings throughout the Willamette ESD and South Coast ESD Region. The Candidate will need to provide their own transportation, and mileage reimbursement will be provided.
10. Collaborate with stakeholders to create a mentoring system to serve the needs of novice educators throughout the Willamette ESD and South Coast ESD Region.
11. Understands and is skilled in best practice instruction and backwards design. Integrates research-based strategies to engage all students in learning. Integrates culturally responsive practices in design and instruction. Formal and/or informal experience mentoring educators.
12. Performs other duties as assigned

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
1. Listening to understand diverse points of view
2. Soliciting input from others and responding to the input
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
4. Responding effectively to crisis situations
5. Advocates for and models antiracism practices
6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Assists other ESD administrators and employees in meeting agency and program goals.
3. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s degree required in education or related field; Masters preferred. Valid Oregon Teaching License through Teacher Standards and Practices Commission (TSPC) with an endorsement in ESOL/Bilingual and/or Spanish preferred; or State Board Certification. Three years classroom teaching experience required. Demonstrated commitment to equity and revising systems that have perpetuated disproportionate outcomes for marginalized populations. Knowledge of and experience with the processes and tools of continuous improvement and Improvement Science; experience leading or practicing in PDSA cycles preferred. Commitment to using different data sources and measures to evaluate improvement strategies. Strong facilitation and coaching skills and ability to perform job responsibilities in a fast-paced, collaborative work environment, respond to shifting priorities, take initiative, communicate effectively, and meet deadlines. Excellent written and oral communication skills, including experience developing and giving presentations
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: 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 to draw and interpret bar graphs.
• Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, license through TSPC or Oregon State Board and/or appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: July 2023

Job Title: School Psychologist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The School Psychologist provides evaluation and support services to students in Early Intervention/Early Childhood Special Education and/or who are eligible or may be eligible for special education services.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Prepares, organizes and maintains confidential files and students' records in accordance with ESD, state and federal policies and guidelines.
• Provides a verbal and written report of test data and interpretation.
• Provides consultation services and/or in-services regarding learning, academic, self- sufficiency, behavioral and other student needs.
• Makes recommendations for interventions with a preventative focus.
• Facilitates appropriate referral processes.
• Plans and implements service delivery models including individual, small group and classroom settings and schedules in assigned schools and programs.
• Develops, selects and uses appropriate assessment tools and effectively interprets results.
• Conducts initial and three-year intellectual assessment for students.
• Provides formal and informal assessment of behavior for students.
• Participates collaboratively on a team to determine eligibility and develop the IFSP/IEP.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with agency staff, district staff and the public.
• Participates in and/or provides consultation to Child Study Teams or school district pre- referral systems.
• Pursues on-going professional growth and opportunities to maintain and improve skills.
• Provides trainings to staff members.
• Perform other duties as assigned.
• Other
• Communicates effectively with diverse populations in a culturally relevant and responsive manner.
• Demonstrated commitment to continuous professional learning
• Creative problem-solving skills
• Creative problem-solving skills
  • Listening to understand diverse points of view
  • Soliciting input from others and responding to the input
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
  • Able to articulate how systems and processes contribute to inequity
• Able to articulate how systems and processes contribute to inequity
  • Maintaining good attendance.
  • Being punctual for all assigned activities.
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner.
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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.

None.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) in School or Educational Psychology and minimum of two years' experience working with children preferred. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid Oregon driver's license. A School Psychology license from TSPC or the ability to obtain licensure and/or National board certification in school psychology.

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; sit; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is frequently required to stand and stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds.

Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low. While performing the duties of this position, the employee works with standard office and/or instructional equipment and individual mobility equipment (wheelchairs) with moving mechanical parts.

OTHER

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

Prepared By: Willamette ESD

Date Revised: July 2022

Job Title: Skills Trainer & Transition Specialist

Department: Special Education

Reports To: Program Coordinator - OASIS

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Skills Trainer & Transition Specialist (STTS) provides transitional support to students who are transitioning to and from OASIS placements. The STTS will observe students in the school district upon referral, participate in the intake process, aid OASIS classroom staff in creating individualized programs for the student, support the student and staff during the initial adjustment period, and phase out. Additionally, the STTS will support student transition from the OASIS behavior program to the neighborhood school, collaborate with the neighborhood school district to establish a program, attend IEP transition meetings, and provide onsite support before phasing out.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Participates actively in the process of collecting specific data related to students’ behaviors and contributes to the development of students’ behavior support plans through sharing data and observations.
2. May participate in IEP planning and assessment meetings to provide direct input and recommendations on student progress and needs.
3. Implements social skills instruction and behavior intervention plans specially designed by the teacher and behavior support staff utilizing crisis prevention strategies in both neighborhood school and WESD program.
4. Utilizes district approved de-escalation and physical intervention techniques when needed in both specialized and general education settings and in non-instructional locations within and around the school environment.
5. Provides input into the development of individualized sensory plans for students; supports students’ development of self-regulation ability through the skillful use of sensory tools; guides students to interact with tools to decrease behavioral escalation intensity and frequency.
6. Communicates with student during instruction and interpersonal interaction using language structure, tone and body language that promotes positive student behavior, conflict resolution and problem solving, effective management of power struggles and applies protective strategies for management of escalating behavior.
7. Builds students’ ability to communicate through consistent use of communication methods, implementing them with fidelity as instructed by the teacher or supervisor.
8. Meets students’ physical, communication, and instructional needs by using adaptive equipment and technology.
9. Oversees, promotes, and supervises student safety.
10. Takes steps to intervene, on an as-needed basis, when students are dysregulated, not in the proper location, or may be in dangerous or unsafe situations.
11. Exercises discretion and ensures protection of student confidentiality consistent with the direction and guidance of staff, administrators, and school/district policies and procedures when communicating with students, parents, community members and other staff members.
12. Implements behavior support and intervention plans.
13. Documents behavior of students to assist teachers in assessing progress with education plans. Maintains or assists in maintaining student weekly progress reports.
14. Prepares instructional materials related to area of assignment: copying materials, developing visual aids and charts, and collecting and distributing supplies and equipment.
15. May provide assistance in other special education and regular education settings as necessary and as assigned.
16. May provide assistance in student supervision.
17. Learn growth and development principles of students.
18. Monitors student progress and advises teacher of student progress or deficiencies.
19. Works effectively and collaboratively as a team member.
20. Works patiently and effectively with students.
21. Applies prescribed instructional program in small and large group settings and in an individual tutoring setting.
22. Brings issues of noncompliance to the attention of the District.
23. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
1. Listening to understand diverse points of view.
2. Soliciting input from others and responding to the input
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
4. Responding effectively to crisis situations.
5. Advocates for and models antiracism practices.
6. Able to articulate how systems and processes contribute to inequity.
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience:
• Bachelor's degree (Master’s preferred), from an accredited college or university
• Valid Oregon Teacher Standards & Practices Commission (TSPC) license with a Special Education endorsement. Relevant work experience in a school setting or mental health field.
• Training in instructional and behavioral intervention methodologies in such content areas as reading, writing, and mathematics, and in such areas as student restraint, safety, medication, and physical management and intervention systems.
• Knowledge of classroom management and student discipline procedures. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: TSPC license with Special Education endorsement, certification in first aid, CPR, and/or in the operation of defibrillators.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: April 2024

Job Title: Social Worker – EI/ECSE

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – 205 days

JOB SUMMARY

The EI/ECSE Social Worker works with staff to support the various needs of children and families involved in the EI/ECSE programs. This position provides direct services including, but not limited to, supporting families and staff through navigation of community resources and systems, advocacy, parent education/trainings, consultation with staff, and staff trainings.

Services provided virtually and/or in person in a variety of settings including homes, childcare and/or preschool settings.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Develops expectations and goals appropriate for the position and responsibilities, based on identified needs.
• Identifies and organizes resources for achieving expectations and goals.
• Plans, develops, and follows schedule based upon service delivery requirements.
• Plans, organizes, attends, and schedules appropriate meetings.
• Prepares and utilizes materials and resources to effectively coordinate services.
• Carries out plans and uses strategies and resources, adapting as needed to achieve desired goals.
• Designs and implements appropriate services and monitors and adjusts services as needed.
• Provides information to staff and parent/guardian regarding community resources and activities.
• Provides referral assistance and case management support.
• Develops and facilitates parent and staff educational trainings or educational support groups.
• Uses and manages time effectively.
• Identifies, collects, organizes, and maintains data pertinent to the position.
• Selects or develops methods of collecting information and uses these methods appropriately.
• Interprets, analyzes, and acts upon information to make decisions, guide improvement, and report results.
• Selects, develops and uses appropriate assessment tools, and interprets results effectively.
• Timely review of goals to assess ongoing needs and progress.
• Conveys information and ideas in modes, forms, and in a style that is appropriate to audience,purpose, and context.
• Listens and responds respectfully to information and ideas conveyed by others.
• Works cooperatively and collaboratively as a team member using good interpersonal relationship skills.
• Maintains confidentiality of information regarding students and families in accordance with agency, state and federal policies, and guidelines.
• Maintains open communication to keep school districts, service providers, and agency partners informed of activities, objectives, and services of the program to increase collaboration and reduce service duplication.
• Provides information and in-service training to staff, parents, and the community.
• Communicates clearly and effectively with staff members, parents, and partners from other community agencies.
• Envisions future needs and opportunities appropriate for the position and program.
• Performs other duties as assigned.
• This position requires daytime travel and some overnight, in-state travel.
• Performs other duties as assigned.

Other

• Effectively builds and sustains positive professional and interpersonal relationships.
• May coordinate activities with other departments, organizations, and agencies in areas of mutual concern or interest.
• Maintains respectful consistent communication with direct supervisor and/or program coordinator.
• Assures activities and decisions are in alignment with diversity, equity, and inclusion tenets.
• Inspires colleagues, and builds a positive, productive work environment of belonging.
• Seeks and invites input from others in the planning and decision-making process.
• Applies communication best practices to achieve effective project management.
• Professionally balances deadlines and identifies priorities through sound decision-making and conflict resolution.
• Professionally balances deadlines and identifies priorities through sound decision-making and conflict resolution.
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Advocates for and models antiracism practices
  • Maintaining good attendance.
  • Being punctual for all classes and meetings
  • Notifying appropriate staff and others of absences and schedule changes in a timely manner
  • Completes required paperwork in a specific time and manner.
• Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
• Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
• Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.
• Must bring issues of non-compliance to the attention of the District.

MARGINAL DUTIES AND RESPONSIBILITIES

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

• Collects and reports data.
• Participates on crisis response teams.
• Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.
• Participate in program meetings and other team trainings.
• Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
• Maintain professional standards

SUPERVISORY RESPONSIBILITIES

May train, monitor and assign work of support staff.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above, as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree in Social Work, or B.S.W. actively seeking
  1. S.W. or able to obtain TSPC School Social Worker license with related experience and/or training. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas; contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, administrators, school staff, and the general public. Ability to read, analyze and interpret common scientific and technical journals, financial reports, and legal documents.
• Mathematical Skills: Ability to add, subtracts, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policies with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods, and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision-making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, they must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including a valid Oregon driver's license and Licensed Master of Social Work, Clinical Social Work Associate or Licensed Clinical Social Worker.

PHYSICAL DEMANDS

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.

While performing the duties of this job, the employee is regularly required to talk or hear.

The employee is frequently required to walk, sit, use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is occasionally required to stand. The employee must regularly lift and/or move up to 10 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distant vision, and depth perception.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: July 2022

Job Title: Social Worker 

Department: Special Education

Reports To: Special Education Coordinator/Principal

Salary: Licensed salary schedule 

JOB SUMMARY

The Social Worker works with staff to support the various needs of children and families. This position provides direct services including, but not limited to, supporting families and staff through navigation of community resources and systems, advocacy, parent education/trainings, consultation with staff, and staff trainings. Services provided virtually and/or in person in a variety of settings.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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. Works with supervisor to develop expectations and goals appropriate for the position and responsibilities, based on identified needs.
2. Identifies and organizes resources for achieving expectations and goals.
3. Plans, develops, and follows schedule based upon service delivery requirements.
4. Plans, organizes, attends, and schedules appropriate meetings.
5. Carries out plans and uses strategies and resources, adapting as needed to achieve desired goals.
6. Designs and implements appropriate services and monitors and adjusts services as needed.
7. Provides referral assistance and case management support.
8. Develops and facilitates parent and staff educational trainings or educational support groups.
9. Uses and manages time effectively.
10. Identifies, collects, organizes, and maintains data pertinent to the position, or as directed.
11. Selects or develops methods of collecting information and uses these methods appropriately.
12. Interprets, analyzes, and acts upon information to make decisions, guide improvement, and report results, as approved by their supervisor.
13. Selects, develops, and uses appropriate assessment tools, and interprets results effectively.
14. Timely review of goals to assess ongoing needs and progress.
15. Conveys information and ideas in modes, forms, and in a style that is appropriate to audience, purpose, and context.
16. Listens and responds respectfully to information and ideas conveyed by others.
17. Maintains confidentiality of information regarding students and families in accordance with agency, state and federal policies, and guidelines.
18. Maintains open communication to keep school districts, service providers, and agency partners informed of activities, objectives, and services of the program to increase collaboration and reduce service duplication.
19. Provides information and in-service training to staff, parents, and the community.
20. Envisions future needs and opportunities appropriate for the position and program.
21. Effectively builds and sustains positive professional and interpersonal relationships.
22. May coordinate activities with other departments, organizations, and agencies in areas of mutual concern or interest.
23. Maintains respectful consistent communication with direct supervisor and/or program coordinator.
24. Assures activities and decisions are in alignment with diversity, equity, and inclusion tenets.
25. Inspires colleagues, and builds a positive, productive work environment of belonging.
26. Seeks and invites input from others in the planning and decision-making process.
27. Professionally balances deadlines and identifies priorities through sound decision-making and conflict resolution.
28. This position requires daytime travel and some overnight, in-state travel.
29. Brings issues of non-compliance to the attention of the District.
30. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
   1. Seeking to understand diverse points of view.
   2. Soliciting input from others and responding to the input.
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
   4. Responding effectively to crisis situations.
   5. Advocates for and models antiracism practices.
   6. Able to articulate how systems and processes contribute to inequity.
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

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. Collects and reports data.
2. Participates on crisis response teams.
3. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.
4. Participate in program meetings and other team trainings.
5. Maintains liaison role with component school districts, representatives of community agencies, professional organizations, and the public.
6. Maintain professional standards.

SUPERVISORY RESPONSIBILITIES

May train, monitor and assign work of support staff.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above, as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master’s degree in social work, or B.S.W. actively seeking M.S.W. or able to obtain TSPC School Social Worker license with related experience and/or training. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas; contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries or complaints from students, parents, administrators, school staff, and the general public. Ability to read, analyze and interpret common scientific and technical journals, financial reports, and legal documents.
• Mathematical Skills: 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 to draw and interpret bar graphs.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policies with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods, and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision-making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, they must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including a valid Oregon driver's license and Licensed Master of Social Work, Clinical Social Work Associate or Licensed Clinical Social Worker.

PHYSICAL DEMANDS

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.

While performing the duties of this job, the employee is regularly required to talk or hear.

The employee is frequently required to walk, sit, use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is occasionally required to stand. The employee must regularly lift and/or move up to 10 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distant vision, and depth perception.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: September 2025

Job Title: Speech/Language Specialist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Speech/Language Specialist provides evaluation, assessment, consultation and/or direct instruction services to students with disabilities in the Willamette Education Service District area.

ESSENTIAL DUTIES 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. Displays knowledge of, or is able to research etiology, characteristics and prognosis of speech/language disabilities and disorders.
2. Develops and adapts materials.
3. Designs and implements appropriate services and provide evaluation, consultation and/or direct instruction.
4. Facilitates appropriate first response interventions and, when necessary, referrals for additional services.
5. Writes necessary assessment summaries and recommendations in a clear, informative and timely manner.
6. Screens, evaluates and interprets evaluations of students with potential communication disorders.
7. Upon referral, completes screen in voice, oral, motor, language, fluency, articulation and hearing.
8. Provides information, consultation and in-service training.
9. Consults with physicians and other professionals when necessary to acquire information.
10. Provides consultation services to Local Education Agency (LEA) staff, Education Service District (ESD) staff, community agencies and families of children/students with communication disorders.
11. Communicates clearly and effectively in a variety of situations, including difficult ones, with agency staff, school district staff and the public.
12. Works with teams to have therapy generalized in other settings.
13. Identifies professional strengths and limitations and sets and meets performance goals.
14. Creates a positive work environment by:
1. Tolerating others' points of view
2. Soliciting input from others
3. Resolving conflict at the lowest level possible
4. Responding effectively to crisis situations
15. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same.
16. Adheres to professional ethics as identified by agency, professional organizations and licensing commissions.
17. Provides direction and support to instructional assistants, speech language instructional assistants, student teachers or practicum students as assigned.
18. Consults and directs service provisions.
19. Determine in-service training needs and facilitates in-service provisions.
20. Develops and implements Individual Education Plans/Individual Family Service Plan goals and objectives to meet the individual needs of children
21. Plans and implements service delivery models using best practice models for intervention, adjusts instruction according to progress data, and maintains schedules in assigned sites.

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. Moves tables and chairs for room set up.
2. Reliable transportation for itinerant responsibilities.

SUPERVISORY RESPONSIBILITIES

1. Oversees therapy administered by speech language instructional assistants and other educational assistants.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) or equivalent; or four-to-ten years' related experience and/or training; or equivalent combination of education and experience. Experience in providing direct, consultative and evaluative itinerant speech/language services to children/students with communication disorders within a school setting.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to communicate verbally in Spanish preferred. Ability to effectively present information and respond verbally to the most sensitive inquiries or complaints from parents, administrators, students, school staff and the general public. Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, legal documents and governmental regulations. Ability to write reports, business correspondence and procedure manuals
• Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, fundamentals of plane and solid geometry, trigonometry, exponents, logarithms, quadratic equations and permutations. Ability to apply mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance, correlation techniques, sampling theory and factor analysis.
• Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• Computer Skills: General knowledge of computer usage and ability to use word processing, spreadsheet and database software; e-mail and Internet.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including valid Oregon driver's license, first aid/CPR card, Blood Borne Pathogen training; completion of the American Speech and Hearing Association's (ASHA) certificate of clinical competence (CCC), current Oregon teaching license with a communications disorders or speech impaired endorsement issued by the Teacher Standards and Practices Commission (TSPC), or licensure as a Speech-Language Pathologist from the Oregon Board of Examiners for Speech Pathology and Audiology.

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; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is frequently required to walk, sit and stand. The employee is occasionally required to climb or balance and stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low. The employee may be exposed to blood borne pathogens. The employee is occasionally exposed to outdoor weather conditions.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2016

Job Title: Teacher Pathway Navigator

Department: Center for Education Innovation, Evaluation and Research

Reports To: Program Coordinator, Center for the Advancement of Paraprofessionals

Salary: Licensed Salary Schedule – 220 calendar days

JOB SUMMARY

The Teacher Pathway Navigator works throughout the Willamette Education Service District (ESD) region to promote interest and progress in becoming a licensed educator, focusing on classified staff throughout the 21 school districts within the tri-county area (Marion, Polk, Yamhill). The Navigator works closely with Chemeketa Community College and Western Oregon University to help ensure a seamless educational pathway for aspiring educators.

The Oregon Educator Equity Act prompts school districts to mirror the demographics of the students they serve in their workforce. The Teacher Pathway Navigator assists districts in achieving this goal through focusing on development of a diverse talent pipeline that creates new licensed educators for county districts. The Teacher Pathway Navigator utilizes the resources of the ESD to collaborate with higher education institutions as well as regional school districts and their staff, students and communities to develop the region’s educator workforce.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Plans, implements, and directs a comprehensive Grow Your Own (GYO) Pathway system to grow the licensed employee workforce within the ESD region, with particular focus on critical shortage areas and underrepresented groups.
• Builds relationships with individuals interested in becoming a licensed educator by providing essential information and guidance for options to create a best-fit teacher pathway. The Teacher Pathway Navigator focuses on classified staff, students and other community members of WESD region schools.
• Works with districts to implement a culturally responsive GYO program and recruitment and hiring process that supports new educators with a diversity of race, culture, language, gender and age.
• Develops and maintains strong relationships with regional higher education partners including all regional educator preparation programs.
• Collaborates with other entities and individuals throughout the state who are engaged in teacher pathway navigator work.
• Collaborates with staff working on diversity, equity and inclusion initiatives to create a welcoming and supportive environment for all employees.
• Develops and maintains individual relationships with GYO candidates to help them access needed academic, financial and social supports.
• Develops and maintains an ongoing and engaging diverse social media presence promoting the region’s GYO system.
• Networks with local high schools and communities of color for purposes of connecting future teacher candidates to the GYO system.
• Supports movement of classified staff on the GYO teacher pathways connecting them to higher education partners and financial resources.
• Assists GYO pathway candidates with GYO website/portal information related to teacher pathway steps including financial aid and scholarship paperwork, selection of classes/programs, balancing study-work-family, and self-advocacy.
• Promotes sustainable progress in becoming a licensed educator by recommending and implementing comprehensive candidate supports and the removal of barriers.
• Arranges and facilitates regular online discussions on topics appropriate for GYO candidates such as goal-setting, understanding TSPC licensure, navigating community college to university transfer, entry into a teacher preparation program, accessing financial aid, and time management.
• Organizes assistance for GYO candidates in preparing for employment through resume and cover letter development, mock interviews and job search support.
• Collaborates with Willamette ESD evaluation team to develop appropriate tracking tools documenting detailed and accurate GYO participant records and collects statistical data and reports for ESD leadership.
• Collaborates with Willamette ESD evaluation team to conduct exit surveys and interviews to improve the ESD’s GYO system of recruitment and retention.
• Works closely with WESD staff, districts and the regional educator network to develop and share resources, organize protocols, allocate tasks, and address gaps in services.
• Represents Willamette ESD at local, regional, and state recruitment events.
• Helps negotiate agreements with appropriate institutions/agencies to expand GYO recruitment and retention resources.
• Develops and maintains a comprehensive knowledge of and communication with various teacher GYO pathways emerging across the state and nation.
• Regularly updates website/portal and responds to questions from potential candidates.
• Updates job knowledge by participating in educational opportunities; reading professional publications; maintaining personal networks; participating in human resources professional organizations.
• Displays creativity and vision in recommending new tactics and strategies.
• Expands and updates job knowledge through educational opportunities and professional learning.

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• Coordinates activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activity and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Seeking to understand diverse points of view
• Soliciting input from others
• Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
• Responding effectively to crisis situations
• Following agreed upon team Standard Operating Procedures developed and outlined
• Advocates for and models antiracism practices
• Follows Willamette ESD procedures, as outlined in the Staff Handbook, and assists support staff to do the same
• Promotes and offers technical assistance for educational programs used by school districts accessing such programs through the Willamette ESD

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.

• Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
• At the discretion of the program manager or coordinator, assists other ESD administrators and employees in meeting agency and program goals.
• Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.
• Provide training to staff and/or Agency.

SUPERVISORY RESPONSIBILITIES

• Supervises WESD staff as assigned. Assist with interviewing, selection, training, orientation, and performance evaluations.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree from an accredited college or university; valid Oregon Teacher Standards & Practices Commission (TSPC) license with an endorsement in Education, Marketing, Human Resources, Communications, or other related professional Oregon licensure. At least five (5) years relevant work experience, successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population. Familiarity with diversity, equity and inclusion work.
• The following additional Education and/or Experience is preferred:
• Bilingual in Spanish and English.
• Master’s degree in education.
• Experience working in a classroom or education related environment.
• Recent experience in recruitment of a diverse workforce.
• Bilingual/bicultural Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Overnight travel and some out-of-state may also be required. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid 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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: July 2022

Job Title: Teacher – Discovery Academy

Department: Special Education

Reports To: Principal

Salary: Licensed Salary Schedule – 205 calendar days

JOB SUMMARY

The primary purpose of Discovery Academy is to provide academic programs that result in an Oregon Diploma while integrating therapeutic and pro-social recovery services and opportunities. The teacher develops and implements lesson plans, teaches students, corrects student’s work, provides formative feedback, and summative grades, and maintains a safe and secure learning environment.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrates an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Follows all current state and federal laws and Oregon Administrative Rules pertaining to public school teachers.
2. Plans, organizes, and facilitates appropriate meetings related to the provision of an appropriate education for assigned students.
3. Plans and coordinates appropriate services for students with various agency service providers.
4. Develops expectations and goals appropriate for identified needs for students.
5. Designs processes and organizes resources for achieving expectations.
6. Maintains accurate and regular data on students in areas of attendance, grades, and IEP progress, if applicable.
7. Creates formative and summative assessment materials.
8. Schedules, attends, and facilitates Individualized Education Plan (IEP) meetings.
9. Supports development of IEP for each student on such a plan.
10. Inventories supplies and teaching materials and orders supplies when necessary.
11. Organizes various student activities.
12. Establishes a safe and secure learning environment that is responsive to assigned students’ needs.
13. Designs and implements appropriate instruction in accordance with state standards, each student’s graduation plan and recovery plan.
14. Carries out plans and uses strategies and resources, adapting as necessary to achieve desired goals.
15. Supervises students in the classroom at all times, during transition times and any outdoor activities.
16. Supervises students during transition times and any outdoor activities.
17. Writes and implements lesson plans.
18. Teaches curriculum to students using contemporary and appropriate instructional practices.
19. Maintains classroom student management.
20. Disciplines students in accordance with Special Programs policy/philosophy.
21. Corrects and grades student work.
22. Completes necessary paperwork in a timely and efficient manner – including documentation for charting according to OAR and WESD guidelines.
23. Models appropriate social skills and behaviors for students.
24. Conducts parent/teacher conferences.
25. Follows all established procedures in a timely manner.
26. Manages technology in the classroom.
27. Completes regular feedback forms to communicate student progress to parents/community agencies.
28. Coordinates and/or supervises special events and/or field trips.
29. Substitutes for other teachers if necessary.
30. Uses Collaborative Problem Solving (CPS) for supporting students academically and emotionally.
31. Utilizes appropriate assessment information to establish and measure progress on individual students’ rate of learning and progression in the curriculum.
32. Adjusts lessons to address individualized student needs.
33. Interprets, analyzes, and acts upon information to make a decision, guide improvements and report results.
34. Assess students’ academic skills and current functioning levels.
35. Facilitates regular team meeting with instructional assistants and service providers, modeling appropriate social skills, problem solving and conflict resolution strategies.
36. Communicates and coordinates with other agencies or providers as appropriate and necessary.
37. Works collaboratively with other staff members to meet students’ needs.
38. Compliance with all safety rules, protocols, and procedures.
39. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site, including completion of mandatory written reports after a safety or security incident.
40. Brings issues of non-compliance to the attention of the District.
41. Perform other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Makes photocopies.
2. Moves classroom furniture and organizes classroom.
3. Restrains students when necessary.
4. Answers telephone.

SUPERVISORY RESPONSIBILITIES

Trains, monitors and assigns work of instructional assistants.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree (B.A.) from four-year college or university; and valid TSPC license with multiple endorsements preferred, particularly in the core content areas of Math, Language Arts and Science. Must have completed a course of study and/or demonstrated successful experience directly relating to specific teaching assignment. Demonstrated knowledge of general elementary, middle, and high school subject matters. Experience working in a therapeutic milieu and/or experience working with children who engage in explosive behaviors. Experience working with Alt Ed/SPED population also highly desirable. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District including valid first aid/CPR card, teacher’s license through TSPC, Tier 1 CPS trained or equivalent (Tier 1 and Tier 2 trained preferred) and valid 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; walk; sit; use hands for fine manipulation, to handle or feel and to reach with hands and arms. The employee is frequently required to stand and stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: November 2024

Job Title: Teacher – Special Education

Department: School Improvement Services

Reports To: Principal

Salary: Licensed salary schedule – 225 calendar days

JOB SUMMARY

This position may be located at Lord High School within the MacLaren Youth Correctional Facility in Woodburn, Oregon and/or be assigned to any SIS program. MacLaren is home to the Oregon Youth Authority’s male intake units, parole violation units, general population units, and several units for youth with specialized programming needs. All youth who have not yet completed a GED or high school diploma are expected to attend school. MacLaren has a school on site to help students earn high school and/or college credits.

Lord High School has a similar structure to other public schools, including: a principal, certified teachers, and other support staff. This position will teach incarcerated youth between the ages of twelve to twenty-five.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education, and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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. Completes required IDEA paperwork in specified time and manner on all students on his/her caseload.
2. Demonstrates knowledge and application in providing educational programs as outlined in the Oregon statewide common curriculum goals.
3. Provides direction, assistance, and professional guidance to classroom instructional and support staff.
4. Uses assessment data to establish appropriate goals and objectives.
5. Works with specialists to provide each student with the full range of needed services.
6. Maintains confidentiality.
7. Writes progress notes, incident reports, attendance and other required/requested documentation.
8. Demonstrates knowledge of general middle school and high school subject matter.
9. Treats students with courtesy, personal dignity, confidentiality and advocate for their needs
10. Maintains a safe and secure instructional setting in terms of equipment, materials and student behavior.
11. Apply Career Related Learning standards to students’ learning goals.
12. Maintain accurate student records in hard copy and digitally as directed.
13. Develop and complete yearly professional goals as required by TSPC.
14. Required participation in pre-service training to be determined by supervisors at each facility.
15. Effectively builds and sustains positive professional and interpersonal relationships
16. May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
17. Maintains respectful consistent communication with direct supervisor and/or program coordinator
18. Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
19. Inspires colleagues, and builds a positive, productive work environment of belonging
20. Seeks and invites input from others in the planning and decision-making process
21. Applies communication best practices to achieve effective project management
22. Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
23. Follows all Oregon Youth Authority and Willamette ESD policies and procedures, and assists support staff to do the same
24. Performs other duties as assigned

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
1. Listening to understand diverse points of view
2. Soliciting input from others and responding to the input
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
4. Responding effectively to crisis situations
5. Advocates for and models antiracism practices
6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

1. May train, monitor, and assign work of instructional assistants.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with Special Education endorsement and grade level authorization required. Master's Degree (M.A.) preferred. Prior experience with Special Education, Alternative or Corrections Education preferred but not required. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s).

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS AND TRAINING

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: July 2023

Job Title: Teacher – Alternative Education – YCEP

Department: School Improvement Services - MacLaren Youth Correctional Facility

Reports To: Principal

Salary: Licensed salary schedule – 225 day

JOB SUMMARY

MacLaren Youth Correctional Facility is a facility in Woodburn, Oregon and serves approximately two hundred male youth. MacLaren is home to the Oregon Youth Authority’s male intake units, parole violation units, general population units, and several units for youth with specialized programming needs. All youth who have not yet completed a GED or high school diploma are expected to attend school. MacLaren has a school on site to help students earn high school and/or college credits.

Lord High School has a similar structure to other public schools, including: a principal, certified teachers, and other support staff. This position will teach incarcerated youth between the ages of twelve to twenty-five.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education, and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Plans and develops curriculum appropriate for the needs of students in a correctional facility
• Provides large group, small group and individual instruction
• Works with students with special education eligibility in the general classroom setting
• Develops lessons that will help students achieve State and National standards, Common Core curriculum goals and IEP goals
• Presents students with knowledge, skills, and procedures to be developed and used in class or lab
• Experience working with diverse groups
• Ensures that students conform to school/facility rules and procedures
• Maintains a safe and secure instructional setting in terms of equipment, materials, and student behavior
• Communicates and coordinates with other agencies or providers as needed and appropriate
• Participates in MDT, IEP and team meetings with colleagues, as assigned
• Maintains accurate student records using both paper and electronic forms
• Works as a positive, contributing member of all appropriate educational teams
• Develops education program that meets the needs of each student, including IEPs/504 plans, by using student educational and assessment data
• Participates in IEP/504 meetings with Case Manager and Administration, as assigned
• Participates in all staff meetings, in-service, trainings, etc.
• Works in cooperation with OYA staff, following all OYA safety and security requirements, including required OYA training
• Develops and completes yearly professional goals as required by WESD and TSPC
• Follows all federal, state, and local legal requirements, including new legislation and advises agency leaders as needed
• Performs other duties as assigned

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Must complete Oregon Youth Authority (OYA) trainings
• Follows all Oregon Youth Authority and Willamette ESD policies and procedures, and assists support staff to do the same

OUTLYING DUTIES AND RESPONSIBILITIES

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

• Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
• Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

• May train, monitor and assign work of instructional assistants.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with appropriate endorsement to teach Pk-12. Prior experience with Special Education, Alternative or Corrections Education preferred but not required. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS AND TRAINING

• Compliance with all safety rules, protocols, and procedures established at each specific work site.
• Completion of mandatory written reports after a safety or security incident.
• Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
• Maintain situational awareness of the environment at all times.
• Must participate and complete Oregon Youth Authority safety and security training upon being hired.

OTHER

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

Prepared By: Willamette ESD

Date Revised: May 2022

Job Title: Teacher – Language Arts – YCEP

Department: School Improvement Services - MacLaren Youth Correctional Facility

Reports To: Principal

Salary: Licensed salary schedule – 225 day

JOB SUMMARY

MacLaren Youth Correctional Facility is a facility in Woodburn, Oregon and serves approximately two hundred male youth. MacLaren is home to the Oregon Youth Authority’s male intake units, parole violation units, general population units, and several units for youth with specialized programming needs. All youth who have not yet completed a GED or high school diploma are required to attend school. MacLaren has a school on site to help students earn high school and/or college credits.

Lord High School has a similar structure to other public schools, including: a principal, certified teachers, and other support staff. This position will teach incarcerated youth between the ages of twelve to twenty-five.

Equity & Inclusion: This position requires employee to commit to and demonstrate equitable and inclusive practices in education, and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Plans and develops curriculum appropriate for the needs of students in a correctional facility
• Provides large group, small group and individual instruction
• Works with students with special education eligibility in the general classroom setting
• Develops lessons that will help students achieve State and National standards, Common Core curriculum goals and IEP goals
• Presents students with knowledge, skills, and procedures to be developed and used in class or lab
• Experience working with diverse groups
• Ensures that students conform to school/facility rules and procedures
• Maintains a safe and secure instructional setting in terms of equipment, materials, and student behavior
• Communicates and coordinates with other agencies or providers as needed and appropriate
• Participates in MDT, IEP and team meetings with colleagues, as assigned
• Maintains accurate student records using both paper and electronic forms
• Works as a positive, contributing member of all appropriate educational teams
• Develops education program that meets the needs of each student, including IEPs/504 plans, by using student educational and assessment data
• Participates in IEP/504 meetings with Case Manager and Administration, as assigned
• Participates in all staff meetings, in-service, trainings, etc.
• Works in cooperation with OYA staff, following all OYA safety and security requirements, including required OYA training
• Develops and completes yearly professional goals as required by WESD and TSPC
• Follows all federal, state, and local legal requirements, including new legislation and advises agency leaders as needed
• Performs other duties as assigned

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Follows all Oregon Youth Authority and Willamette ESD policies and procedures, and assists support staff to do the same

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with Language Arts endorsement and preferred Social Science endorsement, including grade level authorization. Prior experience with Special Education, Alternative or Corrections Education preferred but not required. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.
5. Must participate and complete Oregon Youth Authority safety and security training upon being hired.

OTHER

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

Prepared By: Willamette ESD

Date Revised: February 2021

Job Title: Teacher – Science (Biology) – YCEP

Department: School Improvement Services - MacLaren Youth Correctional Facility

Reports To: Principal

Salary: Licensed salary schedule – 225 day

JOB SUMMARY

MacLaren Youth Correctional Facility is a facility in Woodburn, Oregon and serves approximately two hundred male youth. MacLaren is home to the Oregon Youth Authority’s male intake units, parole violation units, general population units, and several units for youth with specialized programming needs. All youth who have not yet completed a GED or high school diploma are required to attend school. MacLaren has a school on site to help students earn high school and/or college credits.

Lord High School has a similar structure to other public schools, including: a principal, certified teachers, and other support staff. This position will teach incarcerated youth between the ages of twelve to twenty-five.

Equity & Inclusion: This position requires employee to commit to and demonstrate equitable and inclusive practices in education, and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Plans and develops curriculum appropriate for the needs of students in a correctional facility
• Provides large group, small group and individual instruction
• Works with students with special education eligibility in the general classroom setting
• Develops lessons that will help students achieve State and National standards, Common Core curriculum goals and IEP goals
• Presents students with knowledge, skills, and procedures to be developed and used in class or lab
• Experience working with diverse groups
• Ensures that students conform to school/facility rules and procedures
• Maintains a safe and secure instructional setting in terms of equipment, materials, and student behavior
• Communicates and coordinates with other agencies or providers as needed and appropriate
• Participates in MDT, IEP and team meetings with colleagues, as assigned
• Maintains accurate student records using both paper and electronic forms
• Works as a positive, contributing member of all appropriate educational teams
• Develops education program that meets the needs of each student, including IEPs/504 plans, by using student educational and assessment data
• Participates in IEP/504 meetings with Case Manager and Administration, as assigned
• Participates in all staff meetings, in-service, trainings, etc.
• Works in cooperation with OYA staff, following all OYA safety and security requirements, including required OYA training
• Develops and completes yearly professional goals as required by WESD and TSPC
• Follows all federal, state, and local legal requirements, including new legislation and advises agency leaders as needed
• Performs other duties as assigned

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Follows all Oregon Youth Authority and Willamette ESD policies and procedures, and assists support staff to do the same

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with subject area endorsement and grade level authorization. Prior experience with Special Education, Alternative or Corrections Education preferred but not required. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.
5. Must participate and complete Oregon Youth Authority safety and security training upon being hired.

OTHER

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

Prepared By: Willamette ESD

Date Revised: February 2021

Job Title: Teacher – Social Studies – YCEP

Department: School Improvement Services - MacLaren Youth Correctional Facility

Reports To: Principal

Salary: Licensed salary schedule – 225 day

JOB SUMMARY

MacLaren Youth Correctional Facility is a facility in Woodburn, Oregon and serves approximately two hundred male youth. MacLaren is home to the Oregon Youth Authority’s male intake units, parole violation units, general population units, and several units for youth with specialized programming needs. All youth who have not yet completed a GED or high school diploma are required to attend school. MacLaren has a school on site to help students earn high school and/or college credits.

Lord High School has a similar structure to other public schools, including: a principal, certified teachers, and other support staff. This position will teach incarcerated youth between the ages of twelve to twenty-five.

Equity & Inclusion: This position requires commitment to and demonstration of equitable and inclusive practices in education, and demonstrates an unwavering commitment to reducing academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES 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.

• Plans and develops curriculum appropriate for the needs of students in a correctional facility
• Provides large group, small group and individual instruction
• Works with students with special education eligibility in the general classroom setting
• Develops lessons that will help students achieve State and National standards, Common Core curriculum goals and IEP goals
• Presents students with knowledge, skills, and procedures to be developed and used in class or lab
• Experience working with diverse groups
• Ensures that students conform to school/facility rules and procedures
• Maintains a safe and secure instructional setting in terms of equipment, materials, and student behavior
• Communicates and coordinates with other agencies or providers as needed and appropriate
• Participates in MDT, IEP and team meetings with colleagues, as assigned
• Maintains accurate student records using both paper and electronic forms
• Works as a positive, contributing member of all appropriate educational teams
• Develops education program that meets the needs of each student, including IEPs/504 plans, by using student educational and assessment data
• Participates in IEP/504 meetings with Case Manager and Administration, as assigned
• Participates in all staff meetings, in-service, trainings, etc.
• Works in cooperation with OYA staff, following all OYA safety and security requirements, including required OYA training
• Develops and completes yearly professional goals as required by WESD and TSPC
• Follows all federal, state, and local legal requirements, including new legislation and advises agency leaders as needed
• Performs other duties as assigned

Other

• Effectively builds and sustains positive professional and interpersonal relationships
• May coordinate activities with other departments, organizations and agencies in areas of mutual concern or interest
• Maintains respectful consistent communication with direct supervisor and/or program coordinator
• Assures activities and decisions are in alignment with diversity, equity and inclusion tenets
• Inspires colleagues, and builds a positive, productive work environment of belonging
• Seeks and invites input from others in the planning and decision-making process
• Applies communication best practices to achieve effective project management
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
• Professionally balances deadlines and identifies priorities through sound decision- making and conflict resolution
  • Seeking to understand diverse points of view
  • Soliciting input from others
  • Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst the team
  • Responding effectively to crisis situations
  • Advocates for and models antiracism practices
• Follows all Oregon Youth Authority and Willamette ESD policies and procedures, and assists support staff to do the same

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. Maintains liaison role with component school districts, representatives of community agencies, professional organizations and the public.
2. Attends in-service trainings, staff meetings and completes required paperwork in a timely manner.

SUPERVISORY RESPONSIBILITIES

1. May train, monitor and assign work of instructional assistants.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: An Oregon Teacher Standards & Practices Commission (TSPC) license with subject area endorsement and grade level authorization. Prior experience with Special Education, Alternative or Corrections Education preferred but not required. Excellent oral and written communication skills, strong organizational skills and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Must be able to communicate fluently in English, verbally and in writing. Ability to effectively present information in one-on-one and group situations. Ability to verbally respond to common inquiries or complaints from students, parents, regulatory agencies or members of the community. Ability to read and interpret documents such as policies, budgets, rules and procedure manuals. Ability to write clear, concise and complete reports and correspondence as well as more formal communication.
• Mathematical Skills: Ability to accurately and quickly add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent.
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to analyze data, to draw sound conclusions, to develop and implement plans and procedures for improvement and/or correction.
• Computer Skills: General knowledge of computer usage and ability to use e-mail. Some positions may require knowledge of specific computer software.
• Other Skills and Abilities: Ability to work extended or flexible hours and/or travel within the state and WESD region. Knowledge of applicable current federal and state education programs and policy with local, State and Federal regulations, and industry standards and/or laws governing work procedures and practices, methods and materials. Applies knowledge of the principles and practices which may include practicing sound financial management, planning, organizing, directing, motivating, monitoring and decision making. Organizes work by establishing operating and/or reporting relationships and by assigning the work accordingly. Uses equipment and budgetary resources to achieve department, agency or program goals and objectives. Ability to maintain a clean and professional appearance.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, employees, students, families, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. To ensure adequate staffing and to meet expected agency standards, employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she must obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work, and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District, including a valid driver's license, valid teacher's license through TSPC and appropriate teaching endorsement(s).

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 frequently required to sit, talk or hear.

The employee is regularly required to walk and reach with hands and arms. The employee is occasionally required to stand, climb or balance, stoop, kneel, or crouch. The employee must regularly lift and/or move up to 10 pounds. Some positions may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to focus

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

SAFETY REQUIREMENTS AND TRAINING

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.
5. Must participate and complete Oregon Youth Authority safety and security training upon being hired.

OTHER

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

Prepared By: Willamette ESD

Date Revised: April 2021

Job Title: TOSA – Special Education

Department: Special Education

Reports To: Program Coordinator - OASIS

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Special Education TOSA will provide instructional support and coaching to special education staff as they work to implement the curriculum, specially designed instruction and ensure compliance with special education paperwork, data collection, compliance with processes and procedures required for the behavior program. The primary role of the Special Education TOSA

is to work with special education staff to support best practices and make recommendations about potential next steps to address areas of individual needs of students.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Provides instructional support in all academic areas which includes student-centered observation-feedback cycles with individual teachers focused on improving student outcomes through effective instruction and assessment.
2. Facilitates reflection and problem solving with teachers.
3. Creates an environment that establishes and promotes continuous improvement for student outcomes.
4. Collaborates with staff and provides specific strategies for improved instructional delivery with research-based instructional strategies and interventions to improve achievement for all students.
5. Co-teaches and/or models lessons as needed to support teacher development.
6. Builds teacher capacity in ensuring all students with disabilities have equitable access to rigorous learning opportunities that take individual student needs into consideration.
7. Supports special education staff in understanding, analyzing, and utilizing data to support equitable student access to learning.
8. Establishes a culture that uses student data regularly to improve instructional practices.
9. Builds teacher capacity in effectively using formative data to inform instruction.
10. Cultivates a standards-based, data and results-oriented culture.
11. Collaborates and/or facilitates the analysis of interim and formative assessment data that informs instructional planning.
12. Supports special education teachers in deepening their knowledge of specially designed instruction while aligning standards, curriculum, and assessment across multi-grade classrooms.
13. Makes recommendations on effective practices for supporting special education staff in delivering grade and developmentally appropriate content while making appropriate accommodations based on information in the IEP and student needs.
14. Supports special education staff in reviewing curriculum to identify ways to provide access for students with disabilities.
15. Supports special education staff in the development of strong and compliant IEPs, FBAs, BSPs and systems for data collection specific to restraint and seclusion, use of reset rooms, and data needed for transition in and out of the OASIS I and II programs.
16. Reviews and provides feedback on special education teacher-developed lesson plans, unit plans, and assessments.
17. Provides ongoing professional development to build the capacity of staff to support the improvement of student outcomes based on special education staff, building and district needs as directed by the Program Coordinator/administrator according to their goal- oriented plan; supports special education staff with designing and implementing rigorous and culturally responsive strategies that meet the learning needs of students with disabilities.
18. As directed, attends district professional development sessions that happen both within and outside of regular school hours.
19. Maintains records of staff support and submits to supervisor as directed to document quantity, duration, and type of teacher support.
20. Brings issues of noncompliance to the attention of the District.
21. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
1. Listening to understand diverse points of view.
2. Soliciting input from others and responding to the input.
3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
4. Responding effectively to crisis situations.
5. Advocates for and models antiracism practices.
6. Able to articulate how systems and processes contribute to inequity.
5. Acts conscientiously by:
1. Maintaining good attendance.
2. Being punctual for all assigned activities.
3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
2. Participates in various meetings and professional development activities for the purpose of sharing information and/or improving one’s skills and knowledge.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree, Master’s degree preferred, from an accredited college or university; valid Oregon Teacher Standards & Practices Commission (TSPC) license with an endorsement in Special Education or qualify to obtain it by the first date of employment. Significant experience working with students with disabilities. Experience in coaching/mentoring teachers, analyzing data and using results to inform instruction, developing and implementing specially designed instruction, and use of pre- referral process and interventions. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Valid Oregon teaching license issued by Teaching Standards & Practices Commission (TSPC) with a special education endorsement.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee

encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: April 2024

Job Title: Transition Network Facilitator

Department: Special Education

Reports To: Program Coordinator – Special Education

Salary: Licensed Salary Schedule – 220 calendar days

JOB SUMMARY

This position is to support the Governor’s Executive Order (No.15-01) to further improve Oregon’s systems of designing and delivering employment services for students with disabilities. The Transition Network Facilitator will work to support the collaborative efforts of Vocational Rehabilitation and Local Education Agencies in Oregon in the implementation of the Workforce Innovate Opportunity Act and the provision of Pre-Employment Transition Services (PETS).

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Initiate and develop relationships with
   • Local education agencies (LEA)
   • Local Vocational Rehabilitation (VR) providers
   • Centers for Independent Living
   • Local Developmental Disabilities (DD) providers
   • Addictions and Mental Health providers
   • Parent support and advocacy groups
   • Other community stakeholders
2. Provide technical assistance to LEAs, VR providers, and DD providers in the following areas:
   • Understanding and implementing the outcomes of the Executive Order 15-01
   • Understanding and implementing WIOA and the provision of Pre-Employment Transition Services (PETS).
3. Support partnering agencies in creating a culture of change to focus on competitive integrated employment at an earlier age.
4. Train and offer professional development for educators and adult service providers on policy and systems for transition of students with disabilities.
5. Provide consultation to LEAs, local VR providers, and local DD providers for the Transition and Pre-Employment Transition services and supports for students with disabilities who are of transition age (14-21), including:
   • Best practice methods and strategies for transition services
   • Curriculum identification and selection
   • Job exploration counseling.
   • Work-based learning experiences, which may include in-school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible.
   • Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education.
   • Workplace readiness training to develop social skills and independent living.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning
3. Creative problem-solving skills
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view
   2. Soliciting input from others and responding to the input
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families
   4. Responding effectively to crisis situations
   5. Advocates for and models antiracism practices
   6. Able to articulate how systems and processes contribute to inequity
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

1. Assists staff at conferences and assists at other WESD functions as necessary.
2. Performs special projects.
3. Takes and transcribes minutes for various meetings.
4. Operates general office equipment.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree from an accredited college or university; valid Oregon Teacher Standards & Practices Commission (TSPC) license with a special education endorsement. At least five (5) years relevant work experience, successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to communicate fluently in Spanish preferred. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals.
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: Certificates as determined by the District.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

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

Prepared By: Willamette ESD

Date Revised: June 2024

Job Title: Vision Specialist

Department: Special Education

Reports To: Special Education Coordinator

Salary: Licensed salary schedule – calendar days

JOB SUMMARY

The Vision Specialist provides assessment, consultation, technical assistance and/or direct instruction for children and students with vision impairments who are eligible for Willamette Special Programs.

Services also include support to families, teachers and other staff. Remains knowledgeable of state and federal special education requirements.

ESSENTIAL DUTIES 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. Demonstrates knowledge of, or has the ability to research etiology, characteristics and prognosis of major eye diseases and its impact on development in all areas (e.g. social, cognitive, language, motor).
2. Based upon assigned caseload, plans, develops and implements a schedule of instruction to identified student learning needs (IFSP).
3. Facilitates appropriate referral process.
4. Follows schedule bases upon assigned position.
5. Maintain individual student records to meet program, ESD, and state requirements.
6. Designs and implements appropriate continuum of services to address the “Expanded Core Curriculum for Blind/Vision Impaired” including Braille and other compensatory skills.
7. Develops and implements appropriate instructions to address IFSP/IEP goals and objectives for child and student on caseload and maintains and manages accurate records demonstrating student progress.
8. Selects, acquires, manages, designs and/or constructs devices and equipment to address needs and services in the IFSP/IEP.
9. Provides in-service training, consultation and follow-up to students, teachers and families.
10. May be responsible for transportation of students in a privately owned vehicle. See Board Policy: (EEBB, EEAE, EEBAA)
11. Uses and manages time effectively. Completes required paperwork in specified time and manner.
12. Selects, conducts, and interprets appropriate assessments to determine eligibility for vision services, to identify individual student needs relative to the “Expanded Core Curriculum for Blind/Vision Impaired Child and Youth,” and other assessments as needed to assist in meeting district and state requirements.
13. Effectively communicates assessment results and recommendations in a variety of ways, including report writing.
14. Uses assessment data to assist team in establishing appropriate O & M goals and objectives.
15. Assess students’ functioning levels, including primary learning media and functional vision, using appropriate evaluation instruments.
16. Provide families, school staff, and community members with information regarding vision impairments and the “Expanded Core Curriculum for Blind/Vision Impaired.”
17. Participates collaboratively on an IFSP/IEP team to establish eligibility and to determine service needs.
18. Communicates clearly and effectively in a variety of situations, including in written report with parents, agency staff, district staff, colleagues in the field, and the public.
19. Maintains confidentiality.
20. Provides families, school staff, and community members with information regarding vision impairments and the “Expanded Core Curriculum for Blind/Vision Impaired Children and Youth.”
21. Creates a positive work environment, works as part of a team to accomplish common goals, and contributes to the advancement of the agency and to the Vision profession as a whole. Adheres to a professional code of ethics as identified by the agency, professional organization or licensing.
22. Demonstrates application of laws regulations (including IDEA and due process) and procedures affecting the education of students who are Blind/VI in their educational settings.
23. Conducts evaluations to determine educational impact for vision impairment eligibility
24. Writes, coordinates and implements Individualized Family Service Plans (IFSP) and Individualized Education Plans (IEPs)
25. Conducts, writes and implements Functional Vision Exam and Learning Media Assessment as appropriate for students
26. Develops and implements alternative teaching strategies for students with additional learning needs
27. Participates as a member of IFSP/IEP teams
28. Recommends and implements accommodations and modifications for curriculum and assessment as appropriate for individual students
29. Provides in-service training for school teams
30. Provides consultation to district staff, community agencies, families, and community partners
31. Develop and maintain caseload schedule in assigned districts
32. Maintain individual student records to meet program, ESD and state requirements
33. Remains knowledgeable of state and federal special education requirements.
34. Works collaboratively with districts and other community partners
35. Implements assistive technology as appropriate
36. 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. Reliable transportation for itinerant responsibilities.

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and marginal duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Master's degree (M.A.) or equivalent; Completion of a university training program in vision impairments as required by the Oregon Teacher Standards and Practices Commission, and documentation of Braille Competency as required by Oregon Law. Experience in working with students who are visually impaired, and their family.
• Interpersonal Skills: Works well with others. Focuses on resolving conflict; maintains confidentiality; Listens to others without interrupting. Controls own emotions. Open to others’ ideas. Contribute to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally and in writing. Ability to verbally respond effectively to the most sensitive inquiries or complaints. Ability to make effective and persuasive speeches and presentations on controversial or complex topics to the Superintendent or school board members. Ability to read, analyze and interpret the most complex written documents. Ability to respond effectively to the most sensitive inquiries or complaints. Ability to write speeches and articles using original or innovative techniques or style.
• Mathematical Skills: 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 to draw and interpret bar graphs.
• Reasoning Ability: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Computer Skills: General knowledge of computer usage and ability to use word processing, spreadsheet, contract management and database software, Email and Internet. Ability to use software designed for users that are blind/vision impaired (e.g. voice output, screen enlargement, refreshable Braille).
• Other Skills and Abilities: Demonstrates Braille competency as require by Oregon state law.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or district patrons. The employee uses or relays personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.
• Certificates, Licenses, Registrations: Licensure through Oregon Teacher Standard and Practice Commission with a Basic or Standard Visually Impaired endorsement. Valid 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, sit and use hands for fine manipulation, handle or feel. The employee is frequently required to stand. The employee is occasionally required to sit. The employee must regularly lift and/or move up to 10 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low.

OTHER

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

Prepared By: Willamette ESD

Date Revised: August 2016

Job Title: Vision Specialist - OTMC

Department: Special Education

Reports To:

Salary: Licensed Salary Schedule – 190 calendar days

JOB SUMMARY

The Vision Specialist TOSA coordinates, obtains, and disseminates textbooks and related instructional materials for students with vision impairments. This position is responsible for the coordination between the Oregon Textbook and Media Center (OTMC), regional program vision services staff within Oregon, and public agencies and volunteer personnel who produce materials for students who have vision impairments.

Equity & Inclusion: This position requires an individual who demonstrates commitment to equitable practices in education and demonstrate an unwavering commitment to eliminating academic disparities among students that exist because of race, gender, ethnicity, disability, sexual orientation, or family income.

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

1. Coordinates and supervises the production of textbooks and related instructional materials (transcription of print to Braile, large print, binding, labeling, and thermoforming).
2. Manages the preparation of Braille and large print statewide assessment materials.
3. Plans, develops and follows schedules for all accessible material needed to be produced.
4. Designs and maintains a system for the acquisition, processing, and distribution of textbooks and related instructional materials (Braille, large print, audio books).
5. Maintains and works in conjunction with Keystone Systems to refine and utilize the KLAS Database for materials and books.
6. Carries out plans and uses strategies and resources, adapting as needed to achieve desired goals.
7. Serves as Oregon’s EOT (Ex Oficio Trustee) for the American Printing House for the Blind.
8. Completes required paperwork in specified manner.
9. Uses and manages time effectively.
10. Communicates expectations, monitors, and reinforces positive outcomes.
11. Maintains the OTMC textbook and materials collection by monitoring the classification and disposition of materials and equipment.
12. Ensures available technology and equipment are maintained by OTMC for efficient Braille production.
13. Conducts the American Printing House for the Blind annual census for Oregon.
14. Provides regional teachers of students with vision impairments access to appropriate resources and educational technology for students with vision impairments available through the American Printing House for the Blind Quota funds.
15. Researches and distributes information concerning technology related to reading options for Braille, large print, and audio use.
16. Brings issues of noncompliance to the attention of the District.
17. Performs other duties as assigned.

Other

1. Communicates effectively with diverse populations in a culturally relevant and responsive manner.
2. Demonstrated commitment to continuous professional learning.
3. Creative problem-solving skills.
4. Creates a positive work environment by:
   1. Listening to understand diverse points of view.
   2. Soliciting input from others and responding to the input.
   3. Commitment to transparency and open communication while navigating areas of constructive conflict and healthy tensions amongst all staff, students, and families.
   4. Responding effectively to crisis situations.
   5. Advocates for and models antiracism practices.
   6. Able to articulate how systems and processes contribute to inequity.
5. Acts conscientiously by:
   1. Maintaining good attendance.
   2. Being punctual for all assigned activities.
   3. Notifying appropriate staff and others of absences and schedule changes in a timely manner.
   4. Completes required paperwork in a specific time and manner.
6. Follows Willamette ESD procedures, especially as outlined in the Staff Handbook, and assists staff to do the same.
7. Communicates clearly and effectively in a variety of situations, including difficult ones, with school staff, agency staff, students, district staff, and the public.
8. Maintains positive public relations; demonstrates effective written and verbal communication skills, and acts as a team player.

MARGINAL DUTIES AND RESPONSIBILITIES

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

SUPERVISORY RESPONSIBILITIES

None.

EVALUATION

This position will be evaluated based upon the essential and outlying duties and responsibilities as outlined above as well as held to the standards as outlined in the evaluation system, collective bargaining agreement and employee handbook.

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.

• Education and/or Experience: Bachelor’s Degree from an accredited college or university; valid Oregon Teacher Standards & Practices Commission (TSPC) license with Special Education Visually Impaired endorsement. At least five (5) years relevant work experience, successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population. Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job. Familiarity with diversity, equity, and inclusion work. Excellent oral and written communication skills, strong organizational skills, and proven skills in working collaboratively and productively in a team environment while building consensus among diverse groups, including department personnel and partner agencies. Demonstrated ability to analyze complex situations and implement proactive or corrective actions and strategies. Ability to develop and maintain supportive, cooperative relationships with families (if applicable), a variety of staff, and district administrators. Demonstrated ability to facilitate groups in meetings and workshop settings, solve problems, make decisions, and engage others in creating a vision and designing and implementing programs to realize the vision.
• Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
• Language Skills: Ability to communicate fluently in English, verbally, and in writing. Ability to effectively present information and respond verbally and in writing to common inquiries, concerns or complaints from students, parents, regulatory agencies, or members of the community. Ability to read and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals
• Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Reasoning Ability: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
• Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
• Other Skills and Abilities: Ability to accurately type depending on requirements of the position. Ability to operate a multi-line telephone. To perform this job successfully, an individual should have strong organizational skills as well as be creative and flexible.
• Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
• Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, he/she shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by the ESD.
• Certificates, Licenses, Registrations: TSPC license with Special Education: Visually Impaired endorsement.

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

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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

SAFETY REQUIREMENTS

1. Compliance with all safety rules, protocols, and procedures established at each specific work site.
2. Completion of mandatory written reports after a safety or security incident.
3. Responsibility to communicate all safety related incidents and concerns to supervisor and other responsible individuals at each work site.
4. Maintain situational awareness of the environment at all times.

OTHER

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

Prepared By: Willamette ESD

Date Revised: May 2024