Bend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.

Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

Salary based on 2022/23 salary schedule.

JOB DEFINITION:

The Special Programs TOSA - Student Success Coach will work with leadership teams, as well as directly with certified and classified staff, to build capacity at the district and building level to serve students with behavioral, social, emotional, mental health, and academic challenges. The coach's primary responsibilities will be to support schools with technical assistance and training on the following: student and program level social and emotional intervention strategies, behavior data management strategies, coaching, meeting facilitation, policy development, and monitoring practices. The coach may also support special education teachers/teams with processes associated with individual education plans, including design and implementation of specially designed instruction, academic interventions, social skills, functional life skills and routines, and meeting facilitation.

ESSENTIAL JOB FUNCTIONS:

• Works under the supervision of the TLC/Special Programs Administrator and alongside other members of the special program office leadership team
• Provides coaching for multi-tiered behavioral, social and emotional programming
• Serves as a resource to building and district leaders, as well as teachers, by keeping current in knowledge of most effective evidence-based strategies and materials
• Participates on Special Programs leadership teams and district leadership team
• Supports professional teams at the building and district level in improving student outcomes through the effective use of data, curricular materials, craft knowledge and understanding of best practices
• Leads and facilitates professional learning activities at both the building and district level
• Takes the lead in designing and providing professional learning at the district and building level
• Mentors/Supports new Bend – La Pine teachers
• Represents the Bend – La Pine Schools on regional and community agency committees
• Performs other duties as assigned
• Frequently travel between district locations using personal transportation

WORKING CONDITIONS:

The employee works with groups and one-on-one with teachers, administrators, and support staff. The employee needs to be able to work independently at a desk and to present to small and large groups. The employee's schedule needs to be flexible to accommodate summer trainings/classes.

PREFERRED KNOWLEDGE, SKILLS AND DISPOSITIONS:

• Strong leadership skills
• Demonstrated skills in using best practices in social emotional learning, functional behavior assessments, development, and implementation of behavior intervention plans
• Deep knowledge of research-based curricula and interventions for students with and variety of exceptionalities, including behavior, self-regulation, emotional difficulties, social skills, academic, cognitive, and adaptive skills.
• Training and skills in the pedagogy of instructional coaching
• Ability to efficiently collect, analyze, and use data for decision making; skill in making data comprehensible and useful for others
• Knowledge of trauma-informed practices and restorative practices
• Knowledge and experience with developing and implementing individual education plans
• Deep knowledge of IDEA and 504 and the development and implementation of individual education plans
• Effective interpersonal skills with adult learners
• Friendly and approachable manner
• Ability to plan and facilitate effective, efficient meetings and trainings
• Demonstrated skills in culturally responsive practices
• Strong written and oral communication skills
• Ability to gain consensus and support for ideas among varied audiences
• Time management skills
• Ability to solve problems and to honor varied solutions

EDUCATION AND EXPERIENCE:

• Bachelors’ degree or higher
• At least 5 years teaching experience
• Experience as a teacher of (or specialist teacher) behavior or moderate/severe disabilities, with demonstrable results in student outcomes
• Training and experience in coaching/mentoring
• Experience in teacher leadership, demonstrated through formal leadership roles in school and district teams, committees, and/or initiatives

CERTIFICATION AND LICENSING:

• Hold or be eligible to qualify for an Oregon Teaching License

The statements herein reflect general details as necessary to describe the principle functions of the job, the level of knowledge and skills typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work and physical requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work or otherwise to balance the workload.