Paraeducator Professional Learning Specialist, Specialized Instruction Support

The Multnomah Education Service District School Improvement Services Department strives to support the improvement of student achievement by providing professional development for teachers, instructional coaches, and district and school leaders. This support is provided through workshops, on-site training, and job-embedded professional development through collaborative coaching.

MESD and the MEA union are currently engaged in contract negotiations and the salary listed in this job posting reflects the rate for the 2023-24 school year. Upon ratification of the collective bargaining agreement, salary adjustments will be made for the 2024-25 school year as applicable.

Department: Education Services
Program: Curriculum and Instruction
Reports to: Program Manager
Classification/Range: Licensed Represented
Schedule: 210 days per year
Ideal start date: July 01, 2024 (2024-2025 School Year)

POSITION PURPOSE:
The purpose of this position is to provide leadership and strategic planning for the implementation of the Student Success Act technical assistance in the key area of Paraeducator Professional Learning. The Paraeducator Professional Learning Specialist, Specialized Instruction Support will build capacity in regional districts by providing deep expertise, developing and implementing training and coaching supports, and building partnerships that promote mental and behavioral health training opportunities and skill development for paraeducators* in local schools. The specialist will groundwork in MESD's trauma-informed framework, Equity Centered Trauma Informed Education https://static1.squarespace.com/static/651ae6d5a7878304891491ae/t/6573737cad10765650f64e4b/1702065021428/Principles-of-Equity-Centered-Trauma-Informed-Education.pdf . All specialists will be trained in the Equity Centered Trauma Informed Education guiding principles.

• Paraeducators is used in this document as a catch-all term for what different districts/organizations call EAs/TAs/CAs/IAs/LSPs/BSFs

NATURE & SCOPE:
The Paraeducator Professional Learning Specialist

• Specialist Instruction Support will be one position on a regional team of specialists to grow and systematize equitable, trauma-informed cultures across eight Multnomah County school districts and multiple early learning systems. This position focuses on supporting paraeducators in developing their abilities to help students with disabilities and neurodivergence in their schools through the delivery of professional development, ongoing team and individual coaching, and the modeling of anti-oppressive, trauma-informed techniques and strategies that promote well-being and school connectedness for ALL students. Focus areas include:
  Social Emotional Learning (using ODE's Transformative SEL framework https://www.oregon.gov/ode/educator-resources/standards/SEL/Documents/ODE_Oregon%27s%20Transformative%20SEL%20Framework%20%20Standards_FINAL%20(2).pdf )
  Mental/Behavioral Health
  Culturally Responsive Teaching
  General Onboarding
  Individualized Accommodations and Modifications
  Personal Care (Feeding, Toileting, Medication Administration)l
  Data Collection
  The Paraeducator Professional Learning team started in 2021, and much of the work we are doing has not been done before. As such, the Paraeducator Professional Learning Specialist

• Specialized Instruction Support will be creating professional development content, coaching strategies, and other work that may have no precedent. The specialist will need to be comfortable making plans with the best available data and adapting those plans based on user and stakeholder feedback.

PARAEDUCATOR TEAM VALUES:

We treat people as whole people, not just employees
Feedback is welcome, expected, and not personal
We are responsive and adaptive to needs
We work as a team, understanding what is in each person's sphere of influence and sphere of control
When something doesn't work as planned, we learn from it and use that data for our next plan

ESSENTIAL JOB FUNCTIONS:
Design and deliver training in one or more of the focus areas listed above;
Ensure professional development has a plan for use after the presentation;
Support Paraeducator Professional Learning Team on team projects, such as running annual conferences or presenting on work;
Collect and analyze data for continuous improvement and to inform support provided to districts using a Multi-Tiered Systems of Support (MTSS) framework;
Develop a coaching model to support paraeducators in one or more of the focus areas listed above
Provide coaching support to administrators and teachers around team-building with paraeducators, and fully integrating paraeducators to support student development;
Integrate research on Adverse Childhood Experiences, childhood exposure to violence, historical trauma, systemic racism, and other forms of oppression as well as solutions-oriented, and healing-centered practices into comprehensive coaching strategies across schools for paraeducators and other school personnel;
Make plans using the best available data and refine work based on user feedback;
Support paraprofessionals in following Individualized Educational Programs under the direction of a licensed classroom teacher

ESSENTIAL QUALITIES:

Equity: Lead and support regional equity initiatives
Vision: Lead with vision, follow-through, and student focus
Trust: Develop trust among coworkers and students through honesty and fairness
Communication: Communicate in an inclusive, effective, and collaborative manner
Personal Qualities: Be respectful, excel in customer service, be caring, humble, and courageous
Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services
Attendance: Daily and consistent attendance and punctuality are paramount as this provides consistency and alignment with students, peers, and programming outcomes

DESIRED QUALIFICATIONS, SKILLS, ABILITIES:
Daily and consistent attendance and punctuality;
Deep knowledge of schools and confidence in navigating districts;
Deep understanding of trauma-informed research, practices, and policies as they relate to education systems with a particular focus on aligned anti-racist strategies;
Strong organizational skills and the ability to handle multiple projects and responsibilities simultaneously;
Experience and/or interest in disrupting an existing culture in ways that excite those involved and entice people to adopt practices;
Experience planning and delivering training and professional learning opportunities to individuals and large groups;
Ability to transport self to schools and districts across the Multnomah County region;
Understanding of and experience with the Individualized Education Program (IEP) process

DESIRED QUALIFICATIONS, SKILLS, ABILITIES:
A deep commitment to addressing disproportionality in student outcomes that exist across race, ethnicity, gender, sexual orientation, disability status, income, geography, and language
Ability to understand and implement complex school culture systems
Effective interpersonal and communication skills and the ability to work effectively with a diverse group of people
Familiarity with improvement science principles and/or other continuous improvement framework
Familiarity with Multi-Tiered Systems of Support (MTSS)
Understanding of best practices in adult learning, prior coaching experience preferred
Strong analytical and problem-solving skills
Ability to critically examine and analyze data
An understanding of educational policy and practice
Ability to build relationships across a diverse group of stakeholders
Experience managing multiple relationships with stakeholders that represent a broad cross-section of the community through a strong ethic of customer service, professionalism, and integrity
Ability to take direction from a number of partners and sources and then work autonomously to get the work done
A creative self-starter who is comfortable with ambiguity and improvisation
Expertise with Google Apps
Bilingual and/or bicultural candidates preferred

EDUCATION & EXPERIENCE:
Below is a list of preferred Education and Experience. However, we may consider any combination of relevant work experience, education, volunteering, or transferable skills that provides the applicant with the knowledge and skills to perform the essential functions of the job:
Relevant Master's Degree with training in educational emphasis in the appropriate fields of curriculum, instruction, and assessment;
Three years of experience working with paraeducators in a classroom setting;
Experience providing instructional coaching and/or staff development for early learning;
Experience with inclusive practices and/or supporting multilingual learners;
Candidates who have experience working in Special Education services in K-12 systems are highly encouraged to apply;
A valid Oregon teaching license is preferred, but not required

WORKING CONDITIONS
Work is performed in a wide variety of locations, including office and school environments. Work typically involves sitting, walking, and attendance at evening and weekend meetings. This position requires the use of computers, office equipment, and frequent local/regional travel. The ability to work remotely on a computer for a long period of time is required. Occasional out-of-state travel may be required.

PHYSICAL DEMANDS:
The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Mobility: Ability to sit, stand, walk, and move around for extended periods of time.
Lifting: Ability to lift and carry up to 50 pounds.
Vision: Visual acuity to read and interpret written and electronic information.
Dexterity: Ability to use hands and fingers to handle, feel, and operate objects, tools, or controls.
Hearing/Speaking: Ability to communicate and exchange accurate information so others will understand.
Emotional/Psychological: Ability to maintain composure and professionalism in challenging situations, remain empathetic and understanding towards individuals with diverse backgrounds and needs, handle stress and pressure effectively, and adapt to change in the workplace.

BENEFITS:
District pays full medical, dental, and vision premiums for eligible employees and dependents
Two medical insurance plan options:
Group Health Reimbursement Arrangement (HRA)
Opt-Out option
MESD pays employee's 6% Public Employees Retirement System (PERS) contribution
Paid holidays, sick leave personal time off, and vacation
Tuition Reimbursement and Professional Development

This position is subject to board policies, administrative rules and procedures, department regulations and applicable state and federal statutes. This position does not carry administrative authority. All commitments outside of authorized programs and services are subject to prior approval by the supervisor of this position.

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

EQUAL OPPORTUNITY EMPLOYER
MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities, or employment.

Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact the Human Resources Director for additional information or assistance. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at 1-800-735-2900.