High School Engagement Teacher/LIFTT

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
• Salary listed is 23-24 salary. Salary schedule for 2024-2025 TBD.

JOB TITLE: Engagement Teacher/ LIFTT REPORTS TO: Building Principal

FTE: 1.0

POSITION START DATE: August 2024

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

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

Preferred Skills:

• Demonstrated commitment to principals of equity, trauma-informed care, and anti-oppressive practice
• Understanding of the role of racism and other systemic inequities in an individual’s life
• Comfortable working autonomously with a high degree of responsibility
• Genuinely enjoy working with young people
• Effective communicator and listener
• Knowledge of the public school system or experience navigating post-secondary education
• Knowledge and experience in other public agency settings
• Experience working with people from diverse backgrounds in a supportive role
• Demonstrates a solid understanding of local community resources
• Experience in creating successful partnerships between organizations or groups
• 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

Must possess the mental and physical skills and abilities of/to:

• Make some independent judgments within prescribed policies and procedures
• Employ good judgment in a variety of situations, including emergencies
• Work with a variety of students and demonstrate a willingness to gain the information and training necessary to work effectively
• Possess the characteristics and understanding to be an effective member of an educational support team
• Comprehend and follow oral and written instructions and complete work within established time lines.
• Communicate with appropriate student age group requiring the exercise of both empathetic and disciplinarian approaches
• Maintain a confidential, non-preferential manner an non-judgmental attitude towards the students, staff, and program
• 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:

• Talk and hear
• Stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl
• Occasionally climbing or balancing
• 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.