POSITION: K-5 MTSS Multi-Tiered Instruction TOSA - MILLS ELEMENTARY SCHOOL - 0.5 FTE 

SUMMARY:

Klamath Falls City Schools is looking for a dynamic and passionate half-time teacher to support new elementary teachers, mentors, and the mentor coordinator. This position is critical in ensuring there is a high level of support for the new teachers in the district as well as coordination of efforts between the mentors and mentor coordinator. The person who is hired for this position will need to have excellent communication skills; the ability to quickly build a strong rapport with new elementary teachers, their mentors, and the mentor coordinator; be comfortable modeling instruction for teachers; have a background in coaching; and have experience providing training to certified staff. 

BENEFITS OF WORKING AT KFCS:

• Work in a highly supportive environment.
• Access to classroom technology including interactive whiteboard, document cameras, and Chromebook.
• The district paid PERS.
• Opportunity to work with a diverse student population.
• District-sponsored child care is available (spots are limited).

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Regularly meet with new teachers, their mentors, and the mentor coordinator.
• Provide training in instructional best practices including classroom management, and ELA, and Math practices.
• Develops and maintains a classroom environment conducive to effective learning.
• Provide guidance and support for the successful implementation of Tier I instruction in classrooms.
• Provide consultation, coordination, training, in-service, and/or staff development to new elementary teachers on evidence-based practices for teaching.
• Model effective instructional techniques within classrooms (both in-person and virtually) and in staff training.
• Works closely with building administration to ensure new teachers are supported.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Assists in upholding and enforcing school rules, administrative regulations, and Board Policy.
• Attends and participates in faculty meetings.
• Cooperates with other members of the staff in planning instructional goals, objectives, and methods.
• Assists in the selection of books, equipment, and other instructional materials.
• Accepts a share of responsibility for co-curricular activities.
• Works to establish and maintain open lines of communication with staff, students, and their parents.
• Establishes and maintains cooperative relations with others.
• Provides for own professional growth.
• Support with disrupted learning when necessary in teacher classrooms who you are an instructional coach for.

• Knowledge/Skills/Abilities
• Highly organized.
• Clear communication skills.
• Demonstrated ability to teach students to be successful learners through student teaching, internship or temporary/regular teaching experience.
• Education and/or Experience Requirements:
• 5 years of successful classroom teaching experience
• Familiarity with using Data to drive decision-making.
• Background in RTI/MTSS systems and procedures.
• Experience training staff in both one-on-one, small-group, and large-group formats.
• ESOL endorsement preferred.
• Bilingual (English and Spanish) skills are preferred, but not required.
• BeGLAD Trained preferred
• SIOP Trained preferred
• AVID Trained preferred

CERTIFICATES, LICENSES, REGISTRATION:

Hold or qualify for an Oregon teaching license through Teacher Standards and Practices Commission with an ECE/ELE endorsement and be considered highly qualified by the Oregon Department of Education. 

One or more of the following Content Endorsements:

READING

• Reading
• Reading Intervention
• Legacy Reading Intervention
• Legacy 5-Year Secondary
• Corrective Reading
• English Language and Literature - Supplemental

MATH

• Advanced Mathematics
• Elementary Multiple Subjects
• Foundational Mathematics
• Legacy 5-Year Secondary
• Legacy Advanced Mathematics
• Legacy Foundational Mathematics
• Particular Topics in Mathematics 

OTHER QUALIFICATIONS:

Knowledge of assessment and its use in creating action plans for individual and group improvement. Personal relations skills including ability to work with large and small groups of professional staff. Ability to facilitate adult learning communities.

LANGUAGE SKILLS:

Ability to read and interpret documents such as educational research, professional publications, and curriculum guides. Ability to write routine reports and correspondence, as well as create materials for presentations, such as charts and graphs. Ability to speak effectively before administrators, staff, parents, and students. Ability to facilitate group processes with teachers and administrators. The ability to create and deliver written reports to both large and small groups. Ability to read and write fluently in Spanish preferred.

DATA ANALYSIS SKILLS:

Ability to calculate figures and amounts such as mean, median, mode, standard deviation, and percentages. Ability to read and apply statistical data and interpret scores for application in the design and implementation of reading improvement programs. Ability to apply concepts of basic algebra and geometry.

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.

OTHER SKILLS AND ABILITIES:

Ability to design projects and to work independently. Ability to apply knowledge of current research and theory in a specific field. Ability to establish and maintain effective working relationships with administrators and staff. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies.

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; occasionally walk and stand; travel from building to other sites. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in both quiet and loud environments. The employee must be able to work with a computer screen to review and access data. The employee must have the dexterity of the hands and good visual acuity that will allow the employee to work with a computer screen for several hours at a time on a regular basis.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounter 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 regularly works indoors. The employee must be able to meet deadlines with severe time constraints. The employee frequently will work irregular or extended work hours while performing the duties of this job.

The noise level in the work environment is similar to that found in most schools and classrooms. The noise level may vary from very quiet to very noisy and chaotic.

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

SALARY

$48,192.58-$89,454.48 (DOE), prorated based on FTE.

SUPERVISORY RESPONSIBILITIES:

None

REPORTS TO:

Building Administrator