High School Engagement Teacher- TEMPORARY

Tigard-Tualatin School District; Tigard (OR); On-site; USD 48,000 - 99,000; Full time

Job summary

An established educational institution is seeking a passionate Engagement Teacher to support high school students who have faced challenges in their educational journey. This temporary role focuses on re-engagement strategies, including trauma-informed care and social responsibility training, to help students achieve success. The ideal candidate will work collaboratively with school staff and community resources to create individualized plans that empower students and foster resilience. If you are dedicated to making a difference in the lives of young people and possess the necessary educational qualifications, this opportunity is perfect for you.

Qualifications

• Bachelor’s Degree in Education required.
• Experience with at-risk student populations is essential.

Responsibilities

• Support high school students in re-engaging with education.
• Provide individualized plans and mentoring for students.
• Collaborate with staff and community agencies for student success.

Skills

Trauma-informed care

Social Responsibility Training

Effective communication

Classroom management

Mentoring

Cultural competency

Spanish fluency

Education

Bachelor’s Degree in Education

Valid Oregon Teaching Certificate

Job description

High School Engagement Teacher- TEMPORARY

Pay: $48,775.00 - $98,242.00 / year

Employment type: Full-Time

Job Description

Req#: 4922

Work Year: 190 days

Bargaining Unit: TTEA

FLSA Status: Exempt

Salary: $48,775-$98,242

Tigard Tualatin School District pays the 6% employee PERS contribution, upon eligibility.

JOB TITLE: Engagement Teacher - TEMPORARY

REPORTS TO: Building Principal

FTE: 1.0

POSITION START DATE: August 24, 2023

GENERAL DUTIES SUMMARY:

An Engagement Teacher will work as part of a team supporting school success and must be committed to helping high school students, historically disengaged from the school community, return with the support to be successful. Provide instruction in Social Responsibility Training, Mindfulness and have a solid understanding of trauma-informed care. They will also assist school intervention teams in re-engaging students who are full of promise but have not historically benefited from the educational programs or systems; maintain a caseload of students and families; provide school reintegration services including collaboration with school staff to develop an individualized plan for each student; provide skill building, mentoring and other individualized and group support and help students leave high school with resources and a definitive plan for the future.

ESSENTIAL DUTIES & RESPONSIBILITIES:

To perform this job successfully, an individual must be able to perform the following requirements and responsibilities satisfactorily. However, any one employee may not perform all duties listed and examples may not cover all duties an employee is expected to perform. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential requirements and responsibilities of the position:

1. Minimum of Bachelor’s Degree in Education
2. Proven track record of work with at-risk student population required
3. Teaches classes following District approved curriculum
4. Conducts conferences and communicates with parents as necessary
5. Follows District standards including reporting concerns, abuse and infractions of student handbook policies
6. Works effectively and collaborates with the building administrator and work team or grade level
7. Demonstrates effective classroom management techniques
8. Understand and complies with Oregon Teacher’s Standards of Competent and Ethical Performance
9. Facilitates processes
10. Mentor students through personalized support, resource allocation, navigational coaching, and fostering resiliency
11. Building a strong peer and community culture
12. Provide services to assist students who have missed school days to reintegrate and be successful including individualized planning liaison with classroom teachers & other staff
13. In-school academic support
14. Skill building
15. Mentoring
16. Other identified group and individual support
17. Provide case coordination for students based on identified goals
18. Partner with school-based and outside agencies to develop streamlined referral processes
19. Align the structures, actions, relationships and resources of the school and its local community to meet important social, education or vocational needs for students.
20. Connect with the community and outside agencies involved, as well as parents/guardians
21. Facilitate skills assessment and training and address systems barriers with school staff
22. Meet with a variety of people, including school staff, social service employees, etc. to coordinate student and family referrals and services
23. Documentation and administrative tasks
24. Follow procedures for documenting implementation data
25. Track student outcomes and report back to the team at designated intervals

PREFERRED SKILLS:

1. Demonstrated commitment to principles of equity, trauma-informed care, and anti-oppressive practice
2. Understanding of the role of racism and other systemic inequities in an individual’s life
3. Comfortable working autonomously with a high degree of responsibility
4. Genuinely enjoy working with young people
5. Effective communicator and listener
6. Knowledge of the public school system or experience navigating post-secondary education
7. Knowledge and experience in other public agency settings
8. Experience working with people from diverse backgrounds in a supportive role
9. Demonstrates a solid understanding of local community resources
10. Experience in creating successful partnerships between organizations or groups
11. Spanish fluency preferred

QUALIFICATIONS:

The essential qualifications of the position are listed below. They include the requisite skill, experience and education for the assignments in this classification. The qualifications listed below are representative of the knowledge/skill and ability required. Reasonable accommodations may be made to enable an individual with disabilities to perform the duties and responsibilities of this position:

1. Must possess the mental and physical skills and abilities of/to:
2. Make some independent judgments within prescribed policies and procedures
3. Employ good judgment in a variety of situations, including emergencies
4. Work with a variety of students and demonstrate a willingness to gain the information and training necessary to work effectively
5. Possess the characteristics and understanding to be an effective member of an educational support team
6. Comprehend and follow oral and written instructions and complete work within established timelines.
7. Communicate with appropriate student age group requiring the exercise of both empathetic and disciplinarian approaches
8. Maintain a confidential, non-preferential manner and non-judgmental attitude towards the students, staff, and program
9. Develop and maintain effective working relationships with supervisor, staff, and general public

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Oregon Teaching Certificate

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.

WORKING CONDITIONS:

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. While performing the duties of this job, the employee is regularly required to:

1. Talk and hear
2. Stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl
3. Occasionally climbing or balancing
4. Frequently lifts and/or moves up to 10 pounds and occasionally lifts and/or moves up to 25 pounds.

Specific abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. 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. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate and the majority of the work day is spent indoors.

EVALUATION:

Performance of this job will be evaluated in accordance with the provisions in the Collective Bargaining Agreement between Tigard Tualatin School District 23J and TTEA.

TERMS OF EMPLOYMENT:

Terms and conditions of employment are established by the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and TTEA.

About the company

The Tigard-Tualatin School District is a school district serving part of the suburban Portland metropolitan area in Oregon including the cities of Tigard, Tualatin, Durham, and King City, as well as the unincorporated communities of Metzger and Bull Mountain.