Permenant Teaching and Learning Facilitator to begin with the 2024-25 school year.

This position is open until filled.

Medford SD 549C Job Description

Our Mission: ALL Own Their Present and Future, ALL Are Known and Challenged, ALL Achieve Their Potential, ALL Options are Open and Hopeful

Job Title: Teaching & Learning Facilitator 

Classification: Certified

Supervisor: Principal

FLSA Status: Exempt

Contract: 190 Days

Summary: The Teaching and Learning Facilitator has the primary role of providing Tier I support, including embedded professional development with teachers, staff, and administrators. They will also model strategies and co-teach as necessary to provide the necessary skills for staff to implement such supports successfully. A secondary role will be to provide Tier II and Tier III support. See essential duties and responsibilities for more information.

*As these positions are grant funded, they are subject to being eliminated, at which point this position may be reassigned to a classroom teaching position.

Essential Duties and Responsibilities:

Primary Role- Tier I Support

• Facilitates ongoing, embedded professional development with teachers, staff, and administrators in core instructional practices
• Facilitates ongoing, embedded professional development with/for intervention providers, Leads teachers and classified staff in supporting district academic initiatives (reading, writing, and math-focused) initiatives
• Support teachers and administrators in using data to improve instruction on all levels.
• Assists teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
• Supports teachers during planning times. 
• Collaborates with teachers to informally observe (non-evaluative) lessons and provide feedback for a teacher’s professional growth and students’ success.
• Develops staff members’ knowledge, skills, attitudes, and behaviors through various professional development-targeted topics and designs.
• Collaborates with teachers to develop coaching plans to ensure student improvement. 
• Utilizes Adult Learning Theory to motivate adult learners to improve professional practice.
• Contributes to developing systems and structures to improve teacher practice within schools.
• Keeps a weekly coaching log and any pertinent data requests/coaching documentation.
• Attends training for professional learning related to coaching and supporting teachers in the core instructional program
• Supports teachers and administrators in using data to improve instruction on all levels.
• Collaborates with the principal in supporting grade level teachers group students after completing a Universal Assessment to create small intervention groups.
• Participates in curriculum design by serving on the district-level team.

Secondary Role - Tier II/III Support

• Manages the Request for Support and RTI meeting calendar
• Supports and expands the abilities of the general education articulation process for students with intervention needs.
• Collaborates with the MTSS team in planning, implementing, and integrating services for tiered intervention needs.
• Oversees intervention groups
• Provides training/professional development for classified staff
• Facilitates Intervention Review Meetings
• Assesses the effectiveness of the intervention program at their school

• Participates in planning and facilitation of Request for Support and RTI meetings
• Case manages students with academic needs, as necessary
• Manages Title I budget, if applicable
• Manages compliance for Title programs, including Title I and Title II, as applicable

Professional Preparedness and Growth

• Instruction reflects a well-planned and effective methodology.
• Develop and implement instructional practices and strategies that include multiple assessment methods, support students in meeting rigorous learning goals, and engage and encourage learners to develop a deep understanding of content. 
• Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional, and physical areas, diversity of cultures and communities; implement and ensure a developmentally appropriate, challenging, and high-standards learning environment. 
• Make objective, non-emotional, well-informed decisions regarding the welfare of students. 
• Instruction reflects adequate and current knowledge of essential skills, literacy promotion, social-emotional learning, and technology.
• Improves professional skills through in-service workshops, district meetings, continuing education, etc.
• Goal setting and cooperative planning with the supervisor.

Principles of Teaching and Learning

• Shows respect, consideration, and fairness to staff and students at varying learning levels.
• Establish and communicate clear objectives for all learning activities.
• Provide a variety of learning materials and resources for use in educational activities. 

Multi-Ethnic/Multi-Cultural Education

• Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to all persons' feelings regardless of race, color, religion, sex, age, or national origin.

Evaluation/Assessment of Students

• Knowledge of interventions and strategies of a multi-tiered system of support.
• Ability to observe, collect and analyze data in a student caseload.
• Update and maintain accurate and complete records of student progress and development as required by school, district, state, and federal policies, regulations, and laws. 
• Consults the principal, specialists, other teachers in the school, and students in evaluating their own plans, methods, and results.

Classroom Management

• Assist staff in the development of, and support the implementation of effective classroom management strategies, to support a safe, secure, and respectful learning environment; communicate student behavior expectations in a positive manner; convey reminders, rules, and expectations with consistency and equity while recognizing the unique qualities and characteristics of the individual. 

Communication Skills

• Regularly communicates with parents, students, colleagues, and supervisors in writing and verbally in a professionally appropriate manner. 
• Actively listens to concerns, problems, or issues and formulates a professionally appropriate response that is aligned with the Medford School District’s core values.
• Encourages and builds strong school-to-home and community partnerships to better serve the needs of all students in the Medford School District. 

Organizational Responsibilities

• Cooperates with and supports faculty members.
• Ability to manage multiple projects/priorities.
• Ability to maintain appropriate confidentiality.
• Ability to work independently with minimal supervision and as a team member.
• Understand District policies and procedures and make decisions accordingly.
• Assumes necessary non-instructional responsibilities.
• Provides complete data to the school and district administration as requested for management purposes.
• Maintains accurate student records.

Marginal Duties and Responsibilities:

• Provide other support to classrooms as assigned.
• Other related duties as assigned.

Supervisory Responsibilities:

• All employees of the Medford School District have the responsibility for supervising students and assisting in maintaining a safe environment.

Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

Education and/or Experience: Valid Oregon Teaching License with a minimum of five years of teaching experience required; A strong background in the Gradual Release of the Responsibility Model as an instructional framework; A strong background in effective intervention strategies, including Response to Intervention (RTI); Multi-Tiered Systems of Supports (MTSS); Expertise in effective literacy and math practices & interventions; Experience using effective language acquisition strategies in the classroom to meet the needs of English Language Learners.

Interpersonal Skills: Ability to interact appropriately with teachers, staff, community members, students, and others, including local law enforcement. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit. A commitment to working with under-resourced youth & ability to apply best practices in culturally responsive teaching; an unwavering commitment to and belief in the idea that with the right support and best teaching practices, all students can achieve at the highest levels, regardless of their circumstances or environment. Possess an in-depth understanding of intervention services and MTSS/Response to Intervention principles and processes. Must possess excellent assessment, data analysis, case management, crisis intervention, interpersonal, and communication skills.

Language Skills: Ability to communicate verbally and in writing fluently in English. Preference may be given to applicants fluent in English and Spanish. Ability to effectively present information to other district employees in one-on-one and small-group situations. Ability to verbally respond to common inquiries from students. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence.

Mathematical Skills:  Ability to add and subtract two-digit numbers and to multiply and divide with 10’s and 100s. Ability to perform these operations using units of American money and weight measurement, volume, and distance.

Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving a few concrete variables in various unpredictable situations.

Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, and word processing software.

Certificates, Licenses, Registrations: Oregon TSPC licensure in elementary/secondary education, special education, or related field is required. 

Physical Demands:  The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee must frequently stand and stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 100 pounds. Specific vision abilities required by this job include close vision, distance vision, the ability to adjust focus, and peripheral vision. Speaking clearly enough to be able to be understood by others. Identifying and understanding the speech of another person. Emotional stability to work effectively under pressure and control all aspects of the job.

Work Environment: The work environment characteristics described here represent 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.

The noise level in the work environment is usually low to moderate. The employee is exposed to wet or humid conditions and outdoor weather conditions. Employees may be exposed to bloodborne pathogens. Employees may be subject to temperature fluctuations, fumes, odors, and dust. 

Note: 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 description is not a contract of employment or a promise or 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) whenever it deems advisable.