Multi-Tiered Systems of Support Coordinator - High School

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Start Date
08/23/2021
Position Areas
Business Education

Description

Posting Date: April 23, 2021
Start Date: 2021-2022 School Year, Approximately 8/23/2021
 
Multi-Tiered Systems of Support Coordinator - High School
Location: Multiple Locations, Multiple Positions
202 days, 1.0 FTE
Position continuation for 2022-2023 dependent upon renewal of Grant funding

 
In-district Applicant Deadline:
Apply online at https://www.applitrack.com/greshambarlow/onlineapp/ as an internal applicant  by April 29, 2021 by 5 pm.
Out-of-District Applicant Deadline: Until Filled. Apply through gbsdjobs.com
 
Qualifications: State of Oregon Teaching License with K-12 endorsement, and current First Aid Card

Multi-Tiered Systems of Support Coordinator
(Multiple positions at elementary, middle and high school level)      
 
POSITION SUMMARY:  The “MTSS Coordinator” will support administration and instructional staff in the development, implementation, coordination, facilitation, and continuous improvement of a Multi-Tiered System of Support (MTSS). MTSS ensures success for all students in their academic, social emotional and behavioral development.   This contract includes an additional 10 days to support the district with various duties related to reporting, data collection and professional development.


MINIMUM QUALIFICATIONS
Education, Training, Experience, Licensure & Certification:
  • Appropriate State Teaching license
  • Minimum of five years successful teaching experience
  • Strong background in one or more types of Multi-Tiered Systems of Support (PBIS, RTI, Early Warning Systems)
  • Strong collaboration and facilitation skills.
  • Strong understanding of adult learning andragogy and pedagogy and their relation to technology integration:
  • Strong background in reading, writing,  math, and behavioral intervention and instructional strategies
  • Demonstrated competency with using data with teams for instructional improvement.
  • Strong understanding of culturally responsive and inclusive teaching practices
  • Bi-Lingual preferred
  • Diverse applicants encouraged to apply
Special Knowledge/ Skills:
  • Experience, planning and implementing a school or District RTI model/PBIS model
  • Knowledge of research related to Response to Intervention and PBIS processes
  • Familiarity with a wide variety of curriculum structures, and instruction and assessment strategies that reflect current research on best practices
  • Familiarity with data teams to identify root causes of academic or behavioral needs of students.
  • Familiarity with Common Core State Standards standards and curriculum frameworks
  • Knowledge and experience with differentiated instruction
  • Knowledge and experience with reading instruction
  • Interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development
  • 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 decision-making
  • Demonstrated comfort, knowledge, skill and ability using instructional technology
  • Communicates effectively, in multiple formats (multimedia, face-to-face, etc.)
  • Ability to form strong professional relationships with colleagues
  • Able to work independently, take initiative, and be 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 participate in coaching professional development throughout the year
  • Knowledge of equity issues in current education reform
  • Demonstrated ability to work with diverse student and staff
  • Strong understanding of diversity, equity and inclusion as it relates to instruction and MTSS
  • 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.)
  •  Working knowledge and understanding of the Response to Intervention (RTI) and Effective Behavioral and Instructional Support Systems (EBISS) processes
  • Collaboration with district leadership to develop a comprehensive, integrated, multi-tiered, system of interventions which includes seamless Tier 1 through Tier 3 systems
  • Work with school intervention teams and administrators to establish a regular teaming process within the structure of the school.
  • Work with school intervention teams and administrator to establish, review and enhance data collection, analysis, evaluation and reporting processes
  • Attend Tier 1, Tier 2, and Tier 3 team meetings at schools to provide embedded professional development for the critical features of MTSS
  • Design, implement and support ongoing staff development in the use of assessment data to drive instructional decisions for Tier meetings
  • Assist school level teams in establishing MTSS decision-making rules for determining when students need interventions (strategic and targeted), identifying student needs, developing intervention plans, and implementing appropriate interventions promoting collaborative team processes, and coaching teams through conflict
  • Design, implement and support ongoing staff development for the implementation of evidence based intervention curriculum and instructional strategies
  • Coach both licensed and classified instructional staff in best practices for fidelity to high impact intervention programs and processes
  • Model effective instructional culturally responsive techniques within classrooms for Tier 1, 2 and 3 practices.
  • Collect and analyze school data, including subgroups, for District level reporting at benchmark times and throughout the year
  • Plan and participate in all District MTSS training sessions, the Oregon PBIS Network, and state RTI activities as directed by Supervisor
  • Communicate orally and in writing with internal and external sources, information about intervention implementation and outcomes, as needed. This may include making reports to GBSD Board of Directors
  • 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
PHYSICAL REQUIREMENTS:
  • Ability to:
    • Sit, stand or walk for prolonged periods of time
    • Talk and hear conversations
    • Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
    • Reach for and handle objects
    • Use close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus
  • Regular focus on a computer screen
  • Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion
 WORKPLACE EXPECTATIONS:
  • Maintaining regular and punctual attendance.  In case of an absence site and/or district protocol for reporting absences is followed
  • Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
  • Dress in a professional and appropriate manner for the assignment and the work setting
  • Exercising prudent judgment
  • Work independently in the performance of routine duties
  • Follow all District policies and work procedures
  • Utilize the District’s electronic systems and applications related to the position
  • Participate in required meetings and trainings related to the position
  • If employee is bilingual, interpretation, translating documents, and/or communicating orally in the second language may be requested
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.

 

Posted By

Gresham Barlow School District

1331 NW Eastman Pkwy , Gresham, OR 97030
 

At the following locations

District Wide

1331 NW Eastman Parkway , Gresham, OR 97030