K-12 Newcomer Instructional Coach - TOSA - 1.0 FTE - Grade 9-12 Core Academics

Posting Timeline

PPS strongly encourages and recommends everyone who is able, to be vaccinated and remain current on the COVID-19 vaccine.

This job is open until filled. Applications will be reviewed as received. Portland Public Schools reserves the right to make a hiring decision at any point during the posting period.

Position Details

Portland Public Schools (PPS) is seeking talented people from diverse backgrounds and experiences to lead change and inspire PPS students. At PPS, every employee, despite having different roles, is an educator. We hope to attract talented educators who model the core PPS Educator Essentials. With the District’s focus on eliminating systemic racism and its adverse impact on student learning, we seek to hire individuals who bring to our district a deep commitment to racial equity and social justice. To learn more about Portland Public Schools, please visit the District website.

POSITION SUMMARY:

The Teacher on Special Assignment (TOSA-Instructional coach) provides supplementary support for implementation of the district's educational mission through articulation and application of foundational structures, content and curriculum development, and instructional strategies in partnership with the educational community; provides leadership in the planning, coordination and implementation of core subject area, special project, coaching, mentoring or grade level instructional program.

The Teacher on Special Assignment (TOSA Instructional Coach) serves outside the classroom-setting for assignments as determined by the needs of the district. Specific areas of assignment typically include, but are not limited to, teacher support, student support and supplementary curriculum and program development. As professional educators, TOSAs are culturally responsive and demonstrate qualities and personal characteristics that include caring, respect, high expectations, motivation, perseverance, enthusiasm and dedication. They exhibit expertise in the subjects they are teaching and spend time continuing to gain new knowledge in their field. They present material in an enthusiastic manner and instill a hunger in others to learn more on their own. Assignments are temporary and are staffed based on program needs.

The Newcomer TOSA-Instructional Coach for K-12 English Language Development performs under the supervision of the Multilingual Learners Program and provides supplemental support for the implementation of the district’s Newcomer Program. The Newcomer TOSA-Instructional Coach provides supplemental training and intervention support at the district and school level to ensure that teachers have the tools, resources and skills required to meet the needs of Newcomer & SIFE Multilingual Learners.The K-12 Newcomer TOSA will guide the work needed at the district and school level to ensure that language proficiency and academic achievement outcomes for Newcomer MLL’s are generating strong outcomes.

Provides assistance in supplementary staff development, program implementation and coordination of district wide instructional activities focused on racial equity and academic excellence for all. The Newcomer Instructional Coach-TOSA serves to improve and support Newcomer instruction at the district, cluster and school levels.

• Assists in implementing effective and culturally appropriate school, cluster and district curriculum, instruction, and assessment policy and procedures around English language development.
  
• Provides support for staff development for staff in diverse job roles through facilitating professional development, conferences, coaching, blended, and flexible learning.
  
• Leverages technology to maximize adult and student learning.
  
• Models sheltered instruction across multiple content areas.
  
• Collaborates with colleagues for integrated curriculum delivery.
  
• Participates in making recommendations relative to culturally relevant and responsive curriculum, instruction, and assessment policy and procedures.
  
• Facilitates communication among school, cluster and district personnel.
  
• Serves on district wide equity, adoption, instructional materials, and other committees as requested.
  
• Assists in evaluating cultural relevance of and in keeping inventory of instructional materials in current use.
  
• Assists principals and staff in building capacity for instructional improvement related to school and content-specific goals for equity and excellence.
  
• Updates materials, maps curriculum, and co-creates pacing guides for classroom instruction.
  
• Provides for interpretation and application of assessment results for use in diagnostic prescriptive and targeted instructional activities.
  
• Facilitates racially diverse, school-representative teacher teams, engaging multiple perspectives to plan ongoing professional development support.
  
• Provides leadership in data-driven decision making through the implementation of Professional Learning Communities.
  
• Embraces innovation and systems thinking.
  
• Continues to develop skills and capacity in professional growth.
  
• Analyze achievement data to determine needed program improvements.
  
• Support teachers in teaching to state ELP standards aligned with CCSS standards.
  
• Support campus teams in developing clear ELP goals for inclusion in the school improvement plan.
  
• Collaborate with other campus and district staff to engage linguistic minority families in their students’ learning.
  
• Model the use of technology in ELD classrooms and professional development contexts. Research and demonstrate innovative applications of instructional technology that supports language development.
  
• Perform other related duties as assigned.
  

REQUIRED COMPENTENCIES:

• Knowledge and understanding of Language acquisition and English language development, and grammatical forms & functions.
  
• Knowledge of PK-12 structures and programs.
  
• Understanding of, and demonstrated ability to model instructional best practices specific to Sheltered Instruction and scaffolding grade level instruction for MLLs
  
• Experience, knowledge and demonstrated skill in delivering effective ELD professional development to groups and individuals.
  
• Demonstrated ability to differentiate instruction for all students.
  
• Demonstrated ability to work effectively in a team.
  
• Skilled at providing collegial feedback and facilitating professional conversations using set protocols, including protocols for conversations about race.
  
• Knowledge, skill and experience to provide culturally responsive instruction.
  

EDUCATION AND TRAINING:

Incumbents must be properly licensed by the Teacher Standards and Practices Commission for assignment as a Professional Educator - Teacher. For positions identified within core academic areas, incumbents must be endorsed in the subject matter area by theTeacher Standards and Practices Commission (TSPC) to teach the designated subjects.

REQUIRED QUALIFICATIONS:

• Active Oregon Professional Teaching License (or comparable, with the ability to gain TSPC licensure in Oregon)
  
• Oregon ESOL Endorsement
  
• Demonstrated understanding of adult learning.
  
• Demonstrated ability to organize and write staff development materials.
  
• Evidence of working successfully with all groups of students is preferred, including students of different races, emerging bilingual students, and special education students.
  
• Experience or expertise in leading racial equity work preferred.
  
• Demonstrated leadership in school and/or district professional learning for culturally relevant practice and cultural competency.
  
• Evidence of closing racial opportunity gaps for students.
  
• Ability to model sheltered instruction.
  
• Knowledgeable in proficiency-based grading and assessment.
  
• Knowledgeable in Common Core State Standards, including text complexity, digital literacy, and mathematical practices.
  
• Knowledgeable in English Language Proficiency Standards, including correlation to CCSS and NGSS.
  
• Knowledgeable in second language acquisition as it relates to English language development and access to core instruction for emergent bilingual students.
  
• Recent successful public school ELD teaching with students from various social, economic and racial backgrounds.
  

PREFERRED QUALIFICATIONS:

• Experience teaching at the high school (preferred) and/or middle school grade level
  
• Experience working with high school students, families, staff & faculty
  
• Experience delivering online, hybrid, and/or flipped classrooms
  
• Participation in LETRS or other Science of Reading training
  
• Bilingual
  

Experience:

Varies; depending on the assignment.

Special Requirements:

Some positions in this classification may require the use of a personal automobile and possession of a valid driver’s license. Some positions in this classification may require bilingual/bi-literate skills in a language other than English.

WORKING CONDITIONS:

The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Persons with certain disabilities may be capable of performing the essential duties of this class with or without reasonable accommodation, depending on the nature of the disability.

Work Environment: Work is performed primarily in a district office and/or school campus environment with extensive teacher, student, parent and public contact and frequent interruptions. Work hours may include evening and weekend activities, trainings, meetings and district and school functions.

Hazards: Potential conflict situations.

Physical Demands: Primary functions require sufficient physical ability and mobility to work in a school classroom, playground and campus setting; dexterity of hands and fingers to operate a computer keyboard and other classroom, library and business equipment; sitting, standing and walking for extended periods of time; kneeling, bending at the waist; lifting, pushing, pulling and carrying school equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; hearing and speaking to exchange information in person or on the telephone; seeing to read, prepare and assure the accuracy of documents.

ENDORSEMENT REQUIREMENT: Full, unrestricted teaching license issued by TSPC.

COMPENSATION: $55,539 TO $108,071 (Annual salary based on 1.0 FTE)

WORK YEAR: 193 days

FTE: 1.0

Benefits Information

Portland Public Schools (PPS) offers several competitive and comprehensive benefit packages to employees.Fringe benefits include medical, dental, vision, prescription, life and disability insurance, employee assistance program, 403(b) retirement savings plan and various leave and professional development programs. Depending on the insurance option selected by the employee, there may be an employee contribution toward insurance.

Portland Public Schools is a public employer and participates in the Public Employees Retirement System (PERS/OPSRP). Eligible employees are required by statute to contribute 6% of salary on a pre-tax basis to OPSRP/IAP, after serving six months under a PERS employer.

For moreinformation about additional benefits or compensation options by employee group, please visit our website at: https://www.pps.net/Page/1635