Temporary After School Teacher - 11th-12th grade Migrant Ed/ELD After School Program - North Medford High School

Salary range is based on 2022-2023 school year.
After School Program__ RCC Partnership 1 position available Supervisor: Federal Programs Contract: 1 to 2 days per week, January 2nd - May 15 This position is responsible for overseeing a Freshman after school program for students that qualify for Migrant Education and English Learner Services.
Responsiblities include coordinating services with RCC, as well as preparing after school activities for students and communicating with families (with the support of the Migrant Education Secretary and Migrand Education Coordinator.
) The program will meet one day a week and staff will be paid for an additional hour of preparation time a week.
Essential Duties and Responsibilities: Professional Preparedness and Growth Instruction reflects well-planned and effective methodology.
Develop and implement instructional practices and strategies that include multiple methods of assessment, support student in meeting rigorous learning goals and engage and encourage learners to develop deep understanding of content areas.
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 insure 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, and technology.
Improves professional skills through inservice workshops, district meetings, continuing education, etc.
Goal setting and cooperative planning with supervisor.
Principles of Teaching and Learning Shows respect, consideration and fairness of students varying learning levels.
Meets needs of students with special interests, abilities, and learning problems.
Gives students personal help and positive reinforcement.
Challenges students to think and express their thoughts through engaging lessons and activities.
Helps students set achievement expectations and evaluate their own progress.
Establish and communicate clear objectives for all learning activities.
Provide a variety of learning materials and resources for use in educational activities.
Makes clear to the students what they are learning and why.
Multi-Ethnic/Multi-Cultural Education Includes culturally diverse themes in lessons and instruction, including historical or other information as to cultures having significant impact on the world, nation or community.
Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age or national origin.
Evaluation Planning instruction assessing student progress on State Standards.
Uses tests and/or other evaluative information in planning instructional units and after instruction to determine if goals have been met.
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 principal, specialist, other teachers in the school, and students in evaluating own plans, methods, and results.
Uses instruments and methods that effectively measure the students' attainment of learning goals.
Makes clear to students how success in learning will be judged.
Communicates effectively in a professionally appropriate manner with parents/guardians, colleagues and students regarding student achievement behavior.
Classroom Management Develop and implement effective classroom management strategies, providing 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 which 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.
Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher is not able to respond completely, or to something that is complex in nature.
Organizational Responsibilities Cooperates with and supports faculty members.
Observes the spirit and intent of rules and regulations of the school and school system.
Assumes necessary non-instructional responsibilities.
Provides complete data to the school and district administration as requested for management purposes.
Maintains accurate student records.
Assists with budgeting in his or her building.
Encourages parent participation in school programs and activities.
Shares the responsibilities with all other employees for promoting the educational goals and developing pubic acceptance of the school system.
Marginal Duties and Responsibilities: Sets up room for various activities and cleans up after activities' completion.
Answers telephones and answers questions or takes messages and forwards to appropriate person(s).
Assists with school wide events.
Assists with inventory of textbooks.
Assists in home visits.
Other duties as assigned.
Supervisory Responsibilities: All employees of the Medford School District have 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 are representative of 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: Must be eligible for or properly licensed by the Teacher Standards and Practices Commission for assignment as a teacher.
Experience varies depending on the assignment.
Interpersonal Skills: Ability to interact appropriately with teachers, staff, members of the community and students.
Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.
Language Skills: Ability to communicate fluently in English both verbally and in writing.
Preference may be given to applicants who are fluent in both English and Spanish.
Ability to effectively present information and respond effectively to questions in one-on-one, small and large group situations to students and other school staff.
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals and governmental regulations.
Ability to write routine reports and correspondence.
Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference and area.
Ability to apply concepts of basic algebra, geometry, fractions, percentages, ratios and proportions to practical situations.
Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form.
Ability to deal with problems involving several concrete variables in standardized situations.
Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, teaching software and word processing software.
Certificates, Licenses, Registrations: Hold current Oregon Teaching Certificate with proper endorsement(s) in the subject matter and grade level assigned.
Physical Demands: 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.
Stamina for 8 hours of student instruction and supervision.
Use of hands for repetitive motions, such as writing and typing.
Standing/Walking: 3-6 hours/day.
Sitting: 2-4 hours/day.
Occasional bending, kneeling, squatting, climbing of stairs or ladders.
Lifting/carrying: Up to 40 lbs.
Occasional physical interaction with students, as provided by law and to ensure the physical safety of the student and/or others.
Close vision (clear vision at 20 inches or less).
Distance vision (clear vision at 20 feet or more).
Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
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 to keep all aspects of the job under control.
Work Environment: The work environment characteristics described here are representative of 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.
Employee may be exposed to bloodborne pathogens.
Employee 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) at any time as it deems advisable.