Position Summary

The Gervais/North Marion Adult Transition Program provides educational services for students ages 18-21 who are eligible for continued special education services and support beyond High School. The program vision includes fostering independence, supporting communication skills, building meaningful relationships, connection to adult services, and supporting quality of life. 

Staff plan, organize, and implement the instructional programs aligned to the District’s Core Values, and Mission, creating a learning environment that guides and encourages students to develop and fulfill their academic potential and access their chosen path. In partnership with students, parents and colleagues this role will foster a sense of belonging and community that is aligned to our District’s Core Values and Mission.

NOTE: Special Education positions eligible for an annual stipend. 

An employee in the North Marion School District joins a community of professionals who embrace the district's mission, vision, and guiding values

Our Missions - Gervais, within our growing, diverse community, we sow the seeds of opportunities to rise prepared, resilient students. North Marion, learning together to cultivate lifelong growth. 

Our Visions - Gervais, Graduating resilient, responsible students whose learning extends to the global community beyond Gervais. North Marion, communities engaged and unified in providing all students equitable access to their chosen path. 

Guiding Values

• Community - Diverse cultures rooted in caring and collaboration
• Innovation and Learning - Through a spirit of curiosity and creativity
• Diversity - Will be our strength when all voices are valued, heard, and represented
• Expectations - High standards with support for all students and staff
• Responsibility - Each of us is accountable for our words, actions, and results

Minimum Qualifications

1. Bachelor’s Degree or higher with an endorsement in Special Education
2. Valid Oregon Teaching License with applicable Special Education endorsements and authorization level(s)
3. Background and Criminal History Clearance
4. Knowledge of federal and state Special Education laws and regulations sufficient to ensure compliance
5. Demonstrates a high level of communication skills and meets District standards for oral and written language proficiency in English, and if applicable, in Spanish 
6. Knowledge and use of Culturally Responsive Teaching Practices aligned with Zarretta Hamond’s “Ready for Rigor” Framework
7. Skill in leadership and facilitation, including problem-solving and conflict resolution
8. Knowledge of human growth and development at assigned instructional level(s)
9. Knowledge of effective student behavior management methods
10. Appropriate integration of technology in the learning process
11. Experience and desire to work collaboratively on a Professional Learning Team using a variety of data to grow professionally
12. Ability to demonstrate knowledge of the subject matter, seek professional growth, improve classroom instruction, and qualify for certification by following both state and district regulations.
13. Utilizes differentiated and sheltered content instructional strategies, and/or English language development strategies to instruct students with varying levels of English language proficiency
14. Demonstrates support for District Core Values, District Mission, and District Strategic Plan
15. Believes all students can learn and holds high expectations for student learning

Essential Functions

Essential Responsibilities Related to the Position

1. Provide instruction for Students eligible for Special Education Services and Support to meet the needs of individual students based on assessment information, IEP goals, and including post-secondary instruction in activities of daily living and vocational skills. 
2. Evaluate each student's growth as noted in the IEP and other district/state requirements and timelines and develop instructional plans for current learning outcomes; assist the specialists in the instruction of identified students.
3. Plan and implement as required by the IEP, or other identified criteria, the student's program by selecting specific activities, materials, and methods as related to diagnostic findings and recommendations of the evaluation personnel.
4. Organizes and conducts IEP meetings on assigned students and maintains all pre-referral, referral, assessment, IEP, and census records as required.
5. Assists classroom teachers by making specific recommendations regarding materials, methods, adaptations, and modifications for identified students.
6. Plan and supervise assignments for Educational Assistants 
7. Provide regular input on Educational Assistant job performance consistent with district policy on staff supervision and evaluation
8. Provides training, consultation, direction, and monitoring of Special Education Assistants.
9. Perform physical requirements which may include:
• Moderate to the extensive degree of physical and emotional stamina
• Frequent and prolonged standing, walking, and sitting
• Ability to physically support students when necessary
• Frequent and prolonged talking/hearing conversations
• Ability to physically lift up to 50lbs or move a student on a regular basis
• Possible exposure to bodily fluids due to student injury and illnesses
10. Demonstrates an awareness of and sensitivity to multicultural and multilingual values and environments
11. Ability to interpret and implement all Board policies, Federal and State Laws, Administrative Regulations, and negotiated agreement

Instructional Responsibilities

1. Teaches a course of study in multiple subject areas as assigned focusing on state content and performance standards as adopted by the District or approved by the supervisor
2. Shows written evidence of preparation for instruction that addresses both short and long-term learning goals, including state and District performance standards
3. Provides developmentally appropriate learning experiences, including activities that challenge, motivate, and actively involve all students
4. Uses a variety of formal and informal learning assessments to monitor student progress toward achievement of the learning objectives and modify instructional methods and materials as needed
5. Documents student work and learning progress, create a grading system that is consistent and fair and communicates to students and parents/guardians the level of the student’s achievement and progress on a regular basis
6. Implements classroom components of individual education plans or other individual learning or behavioral plans
7. Assist the administration in implementing all policies and/or rules governing student conduct in the classroom, develop rules of classroom behavior and procedures, and maintain order in the classroom.
8. Utilizes differentiated instructional strategies for a variety of learning styles due to disabilities.
9. Establishes and maintains a positive and respectful learning environment and working relationship with students, staff, administration, parents/guardians, and community members

Professional Responsibilities

1. Identifies and refers students who need additional services and support
2. Establish and maintain open lines of communication with students and parents/guardians concerning the broad academic and behavioral progress of all assigned students
3. Initiate and maintain ongoing communication with colleagues and administration.
4. Follows all safety rules and takes all reasonable precautions to provide a safe and secure learning environment for all assigned students
5. Establishes and maintains a positive and respectful learning environment and working relationship with students, staff, administration, parents/guardians, and community members
6. Participates in various meetings for the purpose of receiving information or sharing information and expertise with students, colleagues, and parents/guardians, and serves on staff/district committees as required.
7. Experience and desire to work collaboratively on a Professional Learning Team using a variety of data to grow professionally, and actively seeks out and participates in professional development activities designed to improve professional competence
8. Maintain and improve professional competence through an ongoing program of reading, workshops, seminars, conferences, and/or advanced coursework at institutions of higher learning.
9. Demonstrates computer literacy and operates software programs as related to job responsibilities
10. Maintains accurate, complete, and confidential records as required by law and District policy and regulations
11. Maintains regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.
12. Perform such other tasks (which may require knowledge of other job descriptions) as may seem to be appropriate to the Board or Administration.

Ethical Responsibilities

1. Demonstrates an awareness of and sensitivity to multicultural and multilingual values and environments
2. Maintains the integrity of confidential information relating to a student, family, colleague, or district patron, and uses or relays academic, social, or personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved
3. Follows all laws, District policies, rules, regulations, memos, announcements, and reasonable requests by the proper authority
4. Adheres to the Teacher Standards and Practices Commission (TSPC) Standards for Competent and Ethical Educators.
5. Ability to communicate in a culturally sensitive manner as well as with individuals with different educational backgrounds.
6. Follows all safety rules and takes all reasonable precautions to provide a safe and secure learning environment for all assigned students 

Other Requirements/Responsibilities

• Possible exposure to bodily fluids due to the student or employee illness or injury
• May be required to obtain a First Aid and/or CPR Card and serve as a Delegated Caregiver or Designated First Aid Provider

Special Considerations

• Bilingual Spanish preferred, but not required
• ESOL endorsement preferred, but not required
• Experience with 
• Standards-based instruction 
• High-yield and research-based instructional strategies
• Student-centered assessment practices, including the ongoing feedback loops
• Differentiated teaching strategies, and scaffolding techniques for supporting the learning needs of all students
• Sheltered Instructional strategies like SIOP, GLAD, SWEL, or Constructing Meaning to support the development of academic language and literacy
• Practices to address issues of equity and access to learning in the classroom 

Evaluation

Performance will be evaluated in accordance with applicable District Performance Standards and District Policy and Regulations concerning personnel evaluation.

Terms of Employment

Posting is a 197-day prorated temporary contract.  The start date for this position is upon hire, for the remainder of the 2024-2025 school year.

Gervais and North Marion School Districts are an Equal Opportunity Employer. We hire and promote without regard to race, color, religion, sex, sexual orientation, national origin, marital status, age, veteran status, familial status, genetic information, and/or disability of the employee, with or without reasonable accommodations, is able to perform the essential functions of the position.