Springfield Public Schools is committed to finding the best candidate for the job, including candidates who may come from less traditional professional backgrounds. 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 qualifications as described in the job posting. We encourage you to apply, even if you do not believe you meet every one of the qualifications outlined in the job posting. If you are unsure whether you meet the qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

Posting Opens: Thursday, June 13, 2024

Posting Closes: Open Until Filled (submit your application materials by Tuesday, June 18, 2024 in order to be considered during the initial application review process)

Salary and Benefits

The salary range is $43,998 - $95,320 depending on education/experience plus a generous benefit plan. (based on 23/24 Salary Schedule)

About the District

Springfield Public Schools is located in Springfield, Oregon, in the heart of the Willamette Valley, and serves 185 square miles of the city of Springfield and East/Central Lane County. We are directly to the East of Eugene, where the University of Oregon is located. We currently have more than 9,000 students, over 1,400 staff members and over 600 teachers in our kindergarten through grade 12 school district. Springfield Public Schools believes student success is our most important outcome. The success of our students depends on the collective community coming together to support “Every Student, Every Day” throughout their K-12 education.

In Springfield Public Schools, we acknowledge that systemic barriers have perpetuated disparities and disproportionate outcomes for students from historically marginalized populations. We believe that educational equity is about providing every student with the opportunities and resources to thrive, and removing the barriers that have led to the predictability of academic success based on identity. We assert that working for educational equity is the responsibility of each person in our system.

We strive to create welcoming and inclusive cultures and environments that embrace and affirm the identity of each student inclusive of race, ethnicity, disability, family economics, mobility, language, sex, sexual orientation, gender identity, initial proficiencies, immigration status, and religion. We are committed to standing up to bias and discrimination.

We recognize that achieving educational equity is a process of assessment, reflection, and continuous improvement. We engage in these practices so that across our system, teaching and learning can be appropriately varied and responsive to every student, every day.

To learn more about Equity & Inclusion efforts at Springfield Public Schools please click here!

About the Position

Springfield Public Schools seeks outstanding candidates for the position of Elementary Academic and Behavior Interventionist at Walterville Elementary School. To support this work, successful candidates will possess the following characteristics that support our vision of Every Student, Every Day and share our values:

• A belief that every student can and will learn;
• The desire to eliminate inequities in student achievement;
• The motivation to foster safe, healthy and engaging environments;
• A commitment to promote an inclusive culture that draws on the assets of students, staff and community.

Academic Interventionists fill the role traditionally referred to as ‘Title I Teacher’. The Academic Interventionist must have a fundamental understanding of the concepts of RtI associated with reading instruction (and all academic areas). This includes tiered structures and how interventionist and special education staff fit into building-wide supports for students. The Academic Interventionist is a critical member of the building level literacy team and specialist team. It is an expectation that the Interventionist will inform building wide instructional practices, guide grade level academic teams, and provide direct support for students who require supplemental instruction.

The Behavior Interventionist at the Elementary level works with the principal and school psychologist in carrying out the school’s behavioral supports for students who require additional assistance. As a professional educator, the Behavior Interventionist understands and responds to the challenges presented by today’s diverse student population. The Behavior Interventionist provides proactive supports to assist students with interacting with peers and adults in a productive manner. The Behavior Interventionist works cooperatively with the principal, school psychologist, nurse, staff, students and parents towards a positive school climate. We seek an individual who has successful experience in working with culturally and economically diverse families and communities. The Behavior Interventionist works with a high level of independence and professional discretion under the general supervision of the Special Programs Office and the Principal.

Knowledge, Skills and Abilities

• Understanding of the critical aspects of MTSS structures and practices. This includes RtI and PBIS;

• Knowledge and experience with elementary-aged students;

• Ability to effectively manage and supervise students and their work;

• Ability to instruct in a small group setting;

• Ability to establish effective working relationships with staff, colleagues, students,

  parents and the community;

• Strong student management skills and the ability to establish a sound system of

  classroom management;

• Knowledge of positive and effective communication and collaboration skills;

• Ability to lead and manage a team of instructional Educational Assistants;

• Ability to provide building leadership around literacy, with team and Principal support/

  guidance;

• Ability to serve as a resource for building staff, administrators, and parents in working with students, creating a positive school climate, and helping students develop a positive self-concept;

• Ability to lead the development of function based plans, intervention strategies, and individual student crisis plans;

• Ability to coordinate, facilitate and implement function based plans, track fidelity data, track student outcome data, and adjust plans accordingly;

• Ability to develop function based plans that properly considers the context of the general education classroom. Also, ensure that proper professional development for the teaching and educational assistant staff are available, to promote the proper implementation of the support plans;

• Demonstrated ability to communicate with parents and external organizations to better assist families with all of their needs in and outside of the school setting;

Minimum Qualifications:

• A valid State of Oregon teaching license with an Elementary Multiple Subjects Endorsement;

• Experience with multi-tiered systems of support for academics (RtI) and

  behavior (PBIS)

Preferred Qualifications:

• Bilingual skills;
• Five (5) years demonstrated successful teaching and/or counseling experience at the elementary level;
• Drive to attain results; proven experience and effectiveness in improving student achievement and student behavior in classrooms and/or school.

Other Notes

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

How to Apply

All postings/applications go through TalentEd Hire. Go to www.springfield.k12.or.us and click on the “Join Our Team” link. Locate the Licensed Postings button and click on the link, which takes you to TalentEd Hire.

Incomplete applications may not be considered. A complete application includes the following:

• Current resume;
• Complete application form including criminal history, drug-screen consent and affirmative action information forms on TalentEd Hire;
• Equity and Inclusion written statement (see prompt in application);
• Complete set of college/university transcripts (official or unofficial);
• At least three (3) current letters of recommendation from persons qualified to comment on your skills, abilities, and/or preparation for the position.

An Affirmative Action / Equal Opportunity Employer

Springfield Public Schools does not discriminate on the basis of race, color, religion, ancestry, national origin, disability, gender or sexual orientation in admission or access to the treatment of employment in its programs and activities as required by state and federal law. If you have any complaints, please contact Human Resources at (541) 726-3203.

It is our policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law. Applicants wishing to claim veterans' preference must provide the following military documents verifying their eligibility:

Veterans: A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge OR a letter from the U.S. Department of Veterans Affairs indicating the applicant receives a non-service connected pension.

Disabled Veterans: A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge AND a copy of the applicant’s veteran's disability preference letter from the U.S. Department of Veterans Affairs (unless the information is included on the DD Form 214 or 215).

For veterans’ preference to apply, the required military documents must be submitted at the time of application submission.