Salary: Currently $49,638.36-$92,138.12 (DOE), plus 16% of base stipend) being negotiated for 2025-2026
Insurance: Generous Health, dental, and vision contribution from the district, currently up to $2202 (based upon family coverage), TBD for 2025-2026
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.
Work in a highly supportive environment.
Access to classroom technology.
Ongoing Professional Development opportunities.
Schedule:190 Days + 3 days new teacher in-service
Job Summary:
Focused Learning Center facilitates student success in the areas of behavioral skills, academics, interpersonal/social skills, self management, and activities of daily living by implementing district approved curriculum; document teaching and student progress/activities, and outcomes; addressing specific needs of students; providing a safe and optimal learning environment and providing feedback to students, parents and administration regarding student progress, expectations, goals, and to ensure access to general education curriculum and non-disabled peers to the greatest extent possible.
Essential Job Functions:
Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission.
Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20.
Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills.
Prepare teaching materials and reports (e.g. Individualized Education Plans, Functional Behavior Assessments, Behavior Intervention Plans, grades, attendance, anecdotal records, progress reports, etc.) for the purpose of implementing lesson plans and providing documentation of teacher and student progress.
Provides students with measurable learning targets with clear criteria for success.
Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning.
Develops teaching points based on students’ learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s).
Instruct students with individualized special needs for the purpose of developing appropriate behavioral, academic, interpersonal, self-management, and daily living skills (e.g. toileting / hygiene) through a defined course of study.
Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking.
Engages students with strategies, capitalizing and building upon students’ academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning.
Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs.
Provides scaffolding for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners.
Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data.
Models discipline-specific habits of thinking and ways of communicating.
Empowers students to assess their own learning in relation to the learning target.
Assess student's social needs (e.g. behavioral, motor development, communication, etc.) and academic needs (e.g. developmental level, vocational abilities, etc.) for the purpose of evaluating student learning and support requirements, placement and success of the special education program.
Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school.
Manage classroom and individual student behavior, for the purpose of providing a safe and optimal learning environment.
Creates a physical arrangement that is conducive to learning and to student assessment.
Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students).
Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence.
Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence.
Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students’ intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident.
Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract.
Exercises mature, professional judgment when acting in the absence of a covering guideline or policy.
Collaborate with the case manager at the home school, school personnel including any related service staff members noted on the student’s Individual Education Plan, mental health staff and community agencies (e.g. social service agencies, caretakers, etc.) for the purpose of developing and modifying the program to maximize the quality of student outcomes, developing solutions and planning curriculum.
Schedules and manages the activities of paraprofessionals.
Delegates duties to support personnel, and monitors effectiveness, providing direction and training as needed.
Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community.
Advise parents and/or legal guardians of student progress for the purpose of supporting teacher's expectations, developing methods for improvement and/or reinforcing classroom goals in the home environment.
Report incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, district and/or school policies.
Ensure compliance with student confidentiality in verbal, written, electronic, and filing/organizational strategies.
Assist students transitioning from the Focused Learning Center to their home school.
Other Job Functions:
Administer medication, first aid and/or health care requirements as may be required for the purpose of providing specialized treatment and/or monitoring medical conditions of students.
Assist other personnel as may be required for the purpose of supporting them in the completion of their work activities.
Participate in various meetings (e.g. parent conferences, in-service training, site meetings, monthly student performance review, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements.
Prompt and regular attendance.
Maintain a positive educational environment by overseeing the classroom management program for students and intervening as necessary to maintain a constructive educational environment. This includes de-escalating provocative and destructive behaviors, enforcing group rules according to a continuum of behavior interventions, and cooperating with other staff members.
Plan for and provide parent educational seminars in cooperation with behavior consultants and program directors.
Essential Job Requirements - Qualifications:
Knowledge of current federal and state laws pertaining to the provision of special education.
Skills, Knowledge and/or Abilities Required:
Skills to motivate and de-escalate students, communicate with individuals from varied educational and cultural backgrounds, provide direct support to personnel, evaluate performance, address student health care needs.
Communicate in a positive and respectful manner with students and staff.
Knowledge of and ability to work with all disability categories (learning, physically, communication, visually and/or severely handicapped),
Age appropriate knowledge and research in supported teaching methods, state curriculum framework, education code.
Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks (e.g. effectively organize and facilitate meetings related to multiple issues), maintain records, establish and maintain cooperative working relationships with students, parents, and other school personnel, and meet scheduling deadlines.
Communicate effectively under stressful conditions. Model appropriate school behavior.
Significant physical abilities include lifting/carrying/transferring immobile students, physical interventions of small and large students when necessary, stooping/crouching, reaching/handling/fingering, talking/hearing conversations, and near/far visual acuity/depth perception/color vision/accommodation/field of vision.
Maintains regular and on-time attendance.
Hold valid First aid/CPR and Crisis Prevention Institute (CPI) certification.
Pre-employment requirements:
Employment for this position is contingent on clearance of the following:
__X__ Background Investigation
The district prohibits discrimination and harassment on any basis protected by law, including but not limited to, an individual’s perceived or actual race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, or veterans’ status, or because of the perceived or actual race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, or veterans’ status of any other persons with whom the individual associates.
