SALARY: $49,638.36-$92,138.12 DOE + 4% of Base stipend
Hiring Bonus: All new hire teachers that are properly licensed and endorsed (meaning- not on an emergency license, restricted license, or with a conditional assignment endorsement) will receive the signing bonus. For staff that are not properly licensed or endorsed, they shall receive the bonus once properly licensed/endorsed (within three years of hire) and will be paid as defined below as much as possible. This bonus will not be extended to current District teachers or former District teachers (including retirees) who left the district in the last five years. The signing bonus will be paid in three payments: Year one (1): $2,500; Year two (2): $1,500; and Year three (3) $1,000. Prorated based upon FTE.
Insurance: Generous Health, dental, and vision contribution from the district, currently up to $2,130 (based upon family coverage), TBD for 2024-2025.
PERS Retirement: The district assumes and pays the 6% average employee contribution to the Oregon PERS system.
Benefits to working at KFCS:
Student loan forgiveness for those who qualify.
Teacher mentoring program for teachers new to the profession.
Opportunity to work with a diverse student population.
District-supported child care is available.
SCHEDULE: 190 Days + 3 days new teacher inservice
POSITION: Special Education Instructional Coach/Special Education TOSA
SUMMARY: The Special Services Department of Klamath Falls City Schools is looking for a master teacher who is a dynamic, passionate self-starter to work cooperatively with the administrative team and instructional staff to support special education teachers in delivering specially designed instrcution for individuals receiving special education services.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Facilitate effective implementation and delivery of specially designed instruction.
Work with special education classroom teachers to develop and implement a bank of strategies to support diverse learners.
Provide consultation, coordination, training, in-service and/or staff development to special education teachers and paraprofessionals on evidence-based practices for teaching learners with diverse needs.
Provide data sets to building and district administrators on the implementation of effective instructional strategies and student outcomes.
Use data to guide the design of differentiated professional development across the district's special education programs.
Model effective instructional techniques within classrooms and in staff trainings.
Assist special education teachers with completion of compliant special education documents.
Model Individual Education Plan (IEP) meetings for new special education staff.
Communicate effectively with building and district staff and stakeholders.
Provide formative feedback to special education teachers.
Maintain regular, on-time attendance.
Attend and participate in special services department meetings.
Cooperate with other members of the staff in planning instructional goals, objectives, and methods.
Works to establish and maintain open lines of communication with staff, students and their parents.
Establishes and maintains cooperative relations with others.
Provides for own professional growth.
Support with disrupted learning when necessary in classrooms you are providing coaching in.
Provide case management and teaching support for long term absences in special education programs.
Other duties as assigned.
EDUCATION and/or EXPERIENCE:
3 years of special education teaching experience preferred.
Successful experience as a special education teacher.
Experience in staff development and training.
Understanding of individualized education plans and appropriate, individualized intervention to support student goals.
Experience training staff in both one-on-one, small-group, and large-group formats.
CERTIFICATES, LICENSES, REGISTRATION: Hold or qualify for an Oregon teaching license through Teacher Standards and Practices Commission with a Special Education endorsement.
OTHER QUALIFICATIONS: Knowledge of assessment and its use in creating plans for individual improvement. Personal relations skills including ability to work with large
and small groups of professional staff. Ability to facilitate adult communities of practice.
LANGUAGE SKILLS: Ability to read and interpret documents such as educational research,
professional publications, and curriculum guides. Ability to write routine reports and
correspondence, as well as create materials for presentations, such as charts and graphs.
Ability to speak effectively before administrators, staff, parents, and students. Ability to facilitate group processes with teachers and administrators. The ability to create and deliver written reports to both large and small groups.
OTHER SKILLS AND ABILITIES: Ability to design projects and to work independently. Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with administrators and staff.
Ability to communicate clearly and concisely both in oral and written form. Ability to perform
duties with awareness of all district requirements and Board of Education policies.
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. While performing the duties of this job, the employee is frequently required to sit; occasionally walk and stand; travel from building to other sites. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in both quiet and loud environments. The employee must be able to work with a computer screen to review and assess data. The employee must have dexterity of the hands and good visual acuity that will allow the employee to work with a computer screen for several hours at a time on a regular basis.
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. While performing the duties of this job, the employee regularly works indoors. The employee must be able to meet deadlines with severe time constraints. The employee frequently will work irregular or extended work hours while performing the duties of this job. The noise level in the work environment is similar to that found in most schools and classrooms. The noise level may vary from very quiet to very noisy and chaotic. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
