Tosa - Elementary Instructional Facilitator

Job Title: TOSA - Elementary Instructional Facilitator
Category: Certified/Licensed

Posting Date: May 2, 2024

Start Date: August 26, 2024

Elementary Instructional Facilitator, Grades (K-5)

District Wide

192 Contract days, Probationary Contract

1.0 FTE

Application Deadline: Open Until Filled. Apply through gbsdjobs.com

Qualifications: State of Oregon Teaching License and current First Aid Card.

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job.

We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.

POSITION SUMMARY:
The Instructional Facilitator will assist classroom teachers and educational assistants by providing direct support, assistance, coaching, and professional development for small group intensification, including Special Education. Professional development could include, but is not limited to, small-group coaching, observing, modeling of instructional strategies, guiding teachers and educational assistants gathering and using lesson data to enhance instruction. It will also include creating and facilitating inservices for groups of teachers and educational assistants.

MINIMUM QUALIFICATIONS

Education, Training, Experience, Licensure & Certification:

Appropriate State Teaching license

Minimum of five years successful teaching experience at the elementary level

Strong collaboration and facilitation skills.

Strong understanding of adult learning andragogy and pedagogy

Demonstrated competency with using data with teams for instructional improvement.

Strong understanding of culturally and linguistically responsive and inclusive teaching practices

Bi-lingual preferred, Bi-lingual required

Applicants with diverse lived expertise who have led inclusion and equity work

Special Knowledge/ Skills:

Interpersonal, problem-solving, and organizational skills required to facilitate coaching and staff development effectively

Demonstrated ability to design and facilitate (individually or in collaboration with others) high-quality professional development for teachers/school staff

Demonstrated skills in analyzing and using data for instructional grouping and decision-making

In-depth knowledge of Oregon Literacy Framework and Science of Reading.

In-depth knowledge of high-leverage strategies for emerging multilingual learners

Demonstrated comfort, knowledge, skill, and ability using instructional technology

Interpersonal, problem-solving, and organizational skills required to facilitate coaching and staff development effectively

Communicates effectively, in multiple formats (multimedia, face-to-face, etc.)

Ability to form strong professional relationships with colleagues

Able to take initiative, is flexible, and able to work in a fast-paced environment and manage competing tasks, deadlines, requirements, and decisions

Effectively manages their time, is organized, and prioritizes work to meet the needs of the users

Ability to work both independently and collaboratively

Ability to facilitate side-by-side coaching

Demonstrated mastery level knowledge of instructional practices related to literacy.

Knowledge of equity issues in current education reform

Listens to others and remains receptive to new ideas

Demonstrated knowledge to maintain confidentiality

Establishes and maintains positive, effective working relationships with staff, students, and the community

MAJOR RESPONSIBILITIES AND DUTIES

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

Support teachers with methods, materials, and instructional strategies that, through research, have proven to increase student achievement in literacy.

Support teachers and educational assistants with the implementation of Literacy foundational skills and language comprehension

Work in partnership with teachers to plan instruction

Model best instructional practices through demonstrations or side-by-side coaching

Demonstrate appropriate use of instructional technology and other educational tools to enhance and extend instruction

Facilitate the development of district-wide resources

Support individuals and collaborative teams in their efforts to make data-based instructional decisions to increase student learning.

Make informal classroom observations offering insights for the enhancement of teaching-learning situations. Reflective feedback provided directly to the teacher or educational assistant will be for instructional support and improvement (not evaluation)

Provide building-level or district-level professional development

Communicate effectively with administrators, teachers, and other school personnel to strengthen all aspects of the instructional program

Work collaboratively and communicate effectively with district-level leadership to ensure rigorous, relevant curriculum and instructional practices that will increase student learning and achievement

Work collaboratively and communicate effectively with other instructional coaches at all grade levels to strengthen vertical articulation and to create a seamless K-12 instructional program

Cultivate and model a respectful working and learning environment

Participate in State and regional curriculum meetings and leadership opportunities

Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment.

Gresham-Barlow provides equal access to individuals with disabilities.