Family Partnership Advocate (Bridgeport Elementary School) Spanish Required

Family Partnership Advocate-Spanish bilingual Required

Salary: Range I
IMMEDIATE SUPERVISOR: Principal and/or designee
FTE: 1.0 (8 hours per day)
Start Date: August 12, 2024

GENERAL DUTIES SUMMARY:
Family Partnership Advocates will be a part of a broader network of support for students and families in partnerships with Building Equity Coordinators, and Equity Leadership Teams for TTSD schools to strengthen cultural and community responsiveness. They will help bridge the current needs of the local school level community to support dual-capacity building partnerships between school and home. They will help determine the needs and gaps of services of the underserved and underrepresented families in the school and share information with school sites to develop a more culturally responsive approach to family engagement and student achievement. Family partnership advocates will have varying responsibilities aligned to the location they are supporting (i.e. schools, family resource center, etc.)

SUPERVISORY RESPONSIBILITIES:
This role does not have any supervisory responsibilities

ESSENTIAL DUTIES and RESPONSIBILITIES:
Basic Needs
Works with families and staff to access resources and encourage developmental progress and educational success
Provides direct services, consultations with students and staff, helps families navigate community agencies, and advocates for students/families in the school and community setting
Collect and Track Data on services provided to staff, students and families in the district
Completes duties as assigned by Director of Equity and Inclusion and Principals to best serve students and families and their basic needs
Equity Leadership Teams
Serve on Equity Leadership Team support family pillar work and serve as part of equity improvement teams at the school/building level. Participate as part of Family Pillar Meetings, Building Equity Coordinator Meetings, and District Equity Leadership meetings as needed.
Support and be a part of the school-level attendance team & other Multi-tiered systems of support teams aligned with fostering family partnerships.
Collaborate with Culturally Responsive Coordinators and Social Services in the development of a network of supports for families and students that are culturally relevant and responsive to the needs of our historically underserved and underrepresented students and families
Assist teachers and staff with culturally relevant resources to support families and students
Host/Co-host school listening and feedback sessions that are culturally relevant to support continuous school improvement efforts
Serve as part of the district's ethnography team to gain insight into current school systems and family systems to build dual capacity for partnership
Family and Community Pillar Work
Collaborate with school counselors around academic and social-emotional development for students and families
Works in partnership with schools and community agencies to meet the needs of students and their families
Provides information to staff, parents, and students regarding community resources and activities
Develop and execute culturally relevant family and community events. Attend and support district and school level community nights as needed or applicable.
Develop relationships with local and culturally-specific partners and communicates clearly and effectively with school administrators, school staff members, parents and partners from other community agencies
Support teachers and staff as liaisons for positive school to home relationship

Facilitate home visits to better understand the needs of families and collaborate with other school staff (counselors, teachers, etc.).

Participate in professional learning communities with other Family Partnership Advocates and Equity leaders as part of school level and district level continuous improvement plans.
Maintain a flexible schedule to address family and student needs.
This is not an exhaustive list; and Family Partnership Advocates will perform duties as assigned by setting aligned to these core tenets.
QUALIFICATIONS:
Minimum:
Strong equity lens
Experience in working with diverse populations
Oregon's Driver's License
Self-starter and creative problem-solver
Strong relationship builder
Ability to navigate conflict through effective communication
Strong interpersonal skills
Empathetic
Excellent Coordination, planning, and organizing skills to prioritize and complete multiple tasks
Strong listening and communication skills

Preferred:
Demonstrated commitment to principles of equity, trauma-informed care, and anti-oppressive practice.
Understanding of the role of racism and other systemic inequities in an individual's life.
Genuinely enjoy working with young people and their families.
Experience coordinating and implementing projects/events on deadline with a team(s) of people.
Experience in creating successful partnerships between organizations or groups.
Knowledge of the American public school system or experience navigating post-secondary education.
People from historically underserved populations and/or lived experience of navigating poverty are highly encouraged to apply.

EDUCATION and EXPERIENCE:

High School Diploma or GED
Some college or post-secondary education preferred but not necessary
Bilingual/bicultural preferred
Lived experience navigating educational and other child-serving systems as a caregiver of a student of color or of another underserved student group (special needs, LGTBQ+, foster care etc.).

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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Working at a computer station for possible extended periods of the day
Working in a variety of environments, including home visits to students and families, served
Carrying 10-15 lbs. infrequently
Driving to various parts of the district, county, and state

Paperwork is done in an office environment. Traveling to meetings, family homes and sites is essential, some transporting of equipment and supplies is involved.

Some activities will take place during inclement weather. Maintain a flexible work schedule that may include some evenings and weekends.

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 Oregon School Employees Association Chapter 51.

A new employee shall be allowed up to four (4) years of experience on the salary schedule, based on actual years of experience on a job of like responsibilites and skills. ($23.83)