Date Available:
08/26/2024 Posting Date: June 6, 2024
Start Date: August 26, 2024
TOSA - High School Success Coach
Gresham High School
192 Contract days, Permanent Contract
1.0 FTE
Application Deadline: Open Until Filled. Apply through gbsdjobs.com
Qualifications: State of Oregon Teaching License and current First Aid Card.
Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.

• Appropriate State Teaching license
• Minimum of three years successful teaching experience
• Strong background in one or more types of Multi-Tiered Systems of Support (PBIS, RTI, Early Warning Systems)
• Strong collaboration and facilitation skills.
• Strong understanding of adult learning andragogy and pedagogy and their relation to technology integration:
• Strong background in reading, writing, math, and behavioral intervention and instructional strategies
• Demonstrated competency with using data with teams for instructional improvement.
• Strong understanding of culturally responsive and inclusive teaching practices
• Bi-Lingual preferred
• Diverse applicants encouraged to apply

Special Knowledge/ Skills:

• Experience, planning and implementing a school or District RTI model/PBIS model
• Knowledge of research related to Response to Intervention and PBIS processes
• Familiarity with a wide variety of curriculum structures, and instruction and assessment strategies that reflect current research on best practices
• Familiarity with data teams to identify root causes of academic or behavioral needs of students.
• Familiarity with Common Core State Standards standards and curriculum frameworks
• Knowledge and experience with differentiated instruction
• Knowledge and experience with reading instruction
• Interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development
• Demonstrated ability to design and facilitate (individually or in collaboration with others) high quality professional development for teachers/school staff
• Demonstrated skills in analyzing and using data for instructional decision-making
• Demonstrated comfort, knowledge, skill and ability using instructional technology
• Communicates effectively, in multiple formats (multimedia, face-to-face, etc.)
• Ability to form strong professional relationships with colleagues
• Able to work independently, take initiative, and be flexible, and able to work in a fast-paced environment and manage competing tasks, deadlines, requirements, and decisions
• Effectively manages their time, is organized and prioritizes work to meet the needs of the users
• Ability to work both independently and collaboratively
• Ability to participate in coaching professional development throughout the year
• Knowledge of equity issues in current education reform
• Demonstrated ability to work with diverse student and staff
• Strong understanding of diversity, equity and inclusion as it relates to instruction and MTSS
• Knowledge of equity issues in current education reform
• Listens to others and remains receptive to new ideas
• Demonstrated knowledge to maintain confidentiality
• Establishes and maintains positive, effective working relationships with staff, students, and the community

MAJOR RESPONSIBILITIES AND DUTIES
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

• Working knowledge and understanding of the Gresham MTSS Ladder of Support, Response to Intervention (RTI) and Effective Behavioral and Instructional Support Systems (EBISS) processes
• Collaboration with building leadership to develop a comprehensive, integrated, multi-tiered, system of interventions which includes seamless Tier 1 through Tier 3 systems
• Work with school intervention teams and administrators to establish a regular teaming process within the structure of the school.
• Work with school intervention teams and administrator to establish, review and enhance data collection, analysis, evaluation and reporting processes
• Establish a clear tiered system of support, which enhances the overall goals of Gresham Highs MTSS Ladder
• Design, implement and support ongoing staff development in the use of assessment data to drive instructional decisions for Tiered interventions
• Collaborate with school level teams in establishing MTSS decision-making rules for determining when students need interventions (strategic and targeted), identifying student needs, developing intervention plans, and implementing appropriate interventions promoting collaborative team processes, and coaching teams through conflict
• Design, implement and support ongoing staff development for the implementation of evidence based intervention curriculum and instructional strategies
• Coach both licensed and classified instructional staff in best practices for fidelity to high impact intervention programs and processes
• Model effective instructional culturally responsive techniques within classrooms for Tier 1, 2 and 3 practices.
• Collect and analyze school data, including subgroups, for building level reporting
• Communicate orally and in writing with internal and external sources, information about intervention implementation and outcomes, as needed. This may include making reports to GBSD Board of Directors
• Work collaboratively and communicate effectively with building-level leadership to ensure rigorous, relevant curriculum and instructional practices that will increase student learning and achievement
• Establish and maintain celebrations of all student achievement
• Cultivate and model a respectful working and learning environment
• Fostering a healthy school and classroom community
• Family Engagement strategies using asset based strategies
• Engaging and motivating instruction for urban and culturally diverse classrooms

PHYSICAL REQUIREMENTS:

• Ability to:
• Sit, stand or walk for prolonged periods of time
• Talk and hear conversations
• Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
• Reach for and handle objects
• Use close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus
• Regular focus on a computer screen
• Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion

WORKPLACE EXPECTATIONS:

• Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed
• Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
• Dress in a professional and appropriate manner for the assignment and the work setting
• Exercising prudent judgment
• Work independently in the performance of routine duties
• Follow all District policies and work procedures
• Utilize the District’s electronic systems and applications related to the position
• Participate in required meetings and trainings related to the position
• If employee is bilingual, interpretation, translating documents, and/or communicating orally in the second language may be requested

Date Available:
08/26/2024 Posting Date: June 6, 2024
Start Date: August 26, 2024
TOSA - High School Success Coach
Gresham High School
192 Contract days, Permanent Contract
1.0 FTE
Application Deadline: Open Until Filled. Apply through gbsdjobs.com
Qualifications: State of Oregon Teaching License and current First Aid Card.
Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.

• Appropriate State Teaching license
• Minimum of three years successful teaching experience
• Strong background in one or more types of Multi-Tiered Systems of Support (PBIS, RTI, Early Warning Systems)
• Strong collaboration and facilitation skills.
• Strong understanding of adult learning andragogy and pedagogy and their relation to technology integration:
• Strong background in reading, writing, math, and behavioral intervention and instructional strategies
• Demonstrated competency with using data with teams for instructional improvement.
• Strong understanding of culturally responsive and inclusive teaching practices
• Bi-Lingual preferred
• Diverse applicants encouraged to apply

Special Knowledge/ Skills:

• Experience, planning and implementing a school or District RTI model/PBIS model
• Knowledge of research related to Response to Intervention and PBIS processes
• Familiarity with a wide variety of curriculum structures, and instruction and assessment strategies that reflect current research on best practices
• Familiarity with data teams to identify root causes of academic or behavioral needs of students.
• Familiarity with Common Core State Standards standards and curriculum frameworks
• Knowledge and experience with differentiated instruction
• Knowledge and experience with reading instruction
• Interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development
• Demonstrated ability to design and facilitate (individually or in collaboration with others) high quality professional development for teachers/school staff
• Demonstrated skills in analyzing and using data for instructional decision-making
• Demonstrated comfort, knowledge, skill and ability using instructional technology
• Communicates effectively, in multiple formats (multimedia, face-to-face, etc.)
• Ability to form strong professional relationships with colleagues
• Able to work independently, take initiative, and be flexible, and able to work in a fast-paced environment and manage competing tasks, deadlines, requirements, and decisions
• Effectively manages their time, is organized and prioritizes work to meet the needs of the users
• Ability to work both independently and collaboratively
• Ability to participate in coaching professional development throughout the year
• Knowledge of equity issues in current education reform
• Demonstrated ability to work with diverse student and staff
• Strong understanding of diversity, equity and inclusion as it relates to instruction and MTSS
• Knowledge of equity issues in current education reform
• Listens to others and remains receptive to new ideas
• Demonstrated knowledge to maintain confidentiality
• Establishes and maintains positive, effective working relationships with staff, students, and the community

MAJOR RESPONSIBILITIES AND DUTIES
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

• Working knowledge and understanding of the Gresham MTSS Ladder of Support, Response to Intervention (RTI) and Effective Behavioral and Instructional Support Systems (EBISS) processes
• Collaboration with building leadership to develop a comprehensive, integrated, multi-tiered, system of interventions which includes seamless Tier 1 through Tier 3 systems
• Work with school intervention teams and administrators to establish a regular teaming process within the structure of the school.
• Work with school intervention teams and administrator to establish, review and enhance data collection, analysis, evaluation and reporting processes
• Establish a clear tiered system of support, which enhances the overall goals of Gresham Highs MTSS Ladder
• Design, implement and support ongoing staff development in the use of assessment data to drive instructional decisions for Tiered interventions
• Collaborate with school level teams in establishing MTSS decision-making rules for determining when students need interventions (strategic and targeted), identifying student needs, developing intervention plans, and implementing appropriate interventions promoting collaborative team processes, and coaching teams through conflict
• Design, implement and support ongoing staff development for the implementation of evidence based intervention curriculum and instructional strategies
• Coach both licensed and classified instructional staff in best practices for fidelity to high impact intervention programs and processes
• Model effective instructional culturally responsive techniques within classrooms for Tier 1, 2 and 3 practices.
• Collect and analyze school data, including subgroups, for building level reporting
• Communicate orally and in writing with internal and external sources, information about intervention implementation and outcomes, as needed. This may include making reports to GBSD Board of Directors
• Work collaboratively and communicate effectively with building-level leadership to ensure rigorous, relevant curriculum and instructional practices that will increase student learning and achievement
• Establish and maintain celebrations of all student achievement
• Cultivate and model a respectful working and learning environment
• Fostering a healthy school and classroom community
• Family Engagement strategies using asset based strategies
• Engaging and motivating instruction for urban and culturally diverse classrooms

PHYSICAL REQUIREMENTS:

• Ability to:
• Sit, stand or walk for prolonged periods of time
• Talk and hear conversations
• Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
• Reach for and handle objects
• Use close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus
• Regular focus on a computer screen
• Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion

WORKPLACE EXPECTATIONS:

• Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed
• Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
• Dress in a professional and appropriate manner for the assignment and the work setting
• Exercising prudent judgment
• Work independently in the performance of routine duties
• Follow all District policies and work procedures
• Utilize the District’s electronic systems and applications related to the position
• Participate in required meetings and trainings related to the position
• If employee is bilingual, interpretation, translating documents, and/or communicating orally in the second language may be requested