Tutor Jobs in Lake Oswego, OR

REV UP YOUR READING 2025 Orton-Gillingham Summer Camp Tutor Reports To: Summer Camp Supervisor & Executive Director Hours: on-site M-F 8:45-12:30 7/8-8/1 Compensation: $225 per day (for 3 one-hour tutoring sessions), $4400 total compensation for all 20 days of camp. To apply, please send your resume and cover letter to: ************************************ with Summer Camp Tutor Applicant in the subject line. For more information please visit ************************ Program Overview: Rev Up Your Reading is a month-long summer intensive program serving rising first through sixth graders who would benefit from systematic, multi-sensory, direct instruction to support their academic growth. Rev Up Your Reading provides daily, individual Orton-Gillingham (OG) tutoring, small group writing instruction and fun! Our skilled staff understands how to help students become more engaged in school by meeting each child at their level and developing their confidence by building necessary skills. A positive, research-based behavioral support approach is emphasized and integrated throughout the program. Students are screened for fit and skill-level prior to admission and are post-tested at the end of the program. The Blosser Center for Dyslexia Resources is an equal opportunity organization and will not allow discrimination based upon age, ethnicity, gender, race or any other status prohibited by applicable law. POSITION DESCRIPTION General Responsibilities: The Blosser Center Summer Camp Orton-Gillingham Tutor will provide quality one-on-one OG instruction to three students in accordance with Blosser Center/OG standards of instruction and professionalism. The tutor must be on-site M-F 8:30-12:30 7/8-8/1 and be available to attend one orientation meeting before camp begins on 7/8. Preferred Qualifications: ? Orton-Gillingham associate or trainee preferred. Will consider other structured literacy training. ? Experience working as a tutor or working with elementary students in small group learning environments ? Experienced in delivering assessments used to measure student achievement ? Must pass background check Duties and Responsibilities: ? Provide quality, in person 1:1 OG tutoring to three assigned students 7/8 -8/1 Monday-Friday 8:45-12:30. ? Prepare complete lesson plans in advance of tutoring sessions. ? Be open, collaborative and receptive to lesson feedback. ? Conduct student testing per Blosser Center standards. ? Provide written weekly updates to families following Blosser Center standards. ? Complete a final report on each student following Blosser Center standards. ? Attend one 2 hour orientation meeting, prior to summer camp. Listing Type Jobs Categories Education Position Type Part Time Experience Level Entry Level | Mid Level Employer Type Direct Employer Salary Min 75 Salary Max 75 Salary Type /hr.

JOB INFORMATION This position is for CURRENT STUDENTS ONLY. Applications are collected for possible immediate, or future college vacancies. This type of employment is temporary and often sporadic. You may only be contacted if a review of your application results in the intent to pursue your candidacy. Due to training requirements, students who will be at Chemeketa for less than two terms will not be considered for this position. These students are welcome to apply to our part-time hourly pool HERE. This position is for a student worker to provide peer tutoring at Salem Campus, Yamhill Valley Campus, Woodburn Center, and/or the Polk Center. Required training provided. Chemeketa is a proud Hispanic-Serving Institution that aspires to be an inclusive environment where we honor and value the unique contributions of our diverse students, employees, and community. We seek to foster cultural competence and pursue equitable solutions that support all students in achieving their educational goals. If you are interested in joining the work of the college to pursue a supportive and inclusive culture, we encourage you to apply. When applying for this position, you will be required to attach the following electronic documents: * Unofficial Transcripts-An electronic copy of your academic transcript(s) from an accredited institution which clearly indicate the degree awarded, proficiency in subjects to be tutored, along with any other applicable information, must be attached with your application if you would like it considered as part of your eligibility for the position.Any applicants who earned academic credentials from outside of the United States and wish to use those credits for consideration must also upload an evaluation of college credit earned at the non-U.S. institution. Salary Placement: Salary is dependent upon position. Work Schedule: Approximately 10 to 15 hours a week DUTIES & RESPONSIBILITIES Essential Functions * Assist students with understanding course material in assigned area(s) * Assists promotion of the center * Completes related record-keeping in Navigate Other Functions * Recognizes when referral is appropriate and necessary * Demonstrates knowledge of Chemeketa Community College and its philosophy * Communicates and works effectively with students, staff, and the general public from diverse cultural, social, economic, and educational backgrounds * Attends required team or department meetings/trainings * Embraces, understands, and uses appropriate technology tools to accomplish job functions * Provides high quality, effective service to internal and external customers * Performs all other job-related duties as assigned Institutional Expectations * Embraces diversity and actively collaborates effectively with a variety of students, staff and the public from diverse cultural, social, economic and educational backgrounds * Participates in recruitment and retention of students at an individual and institutional level in promotion of student success * Embraces, understands and uses appropriate technology tools to accomplish job functions * Provides high quality, effective service to internal and external customers through continuous improvement and adoption of lean office practice CANDIDATE QUALIFICATIONS Minimum Qualifications: Be enrolled at Chemeketa Community College for at least 6 credits each term * AND- Possess and maintain no less than a 3.0 GPA (please discuss eligibility with staff if current GPA is less than a 3.0) * AND- Earned an A or B grade and instructor recommendation in courses to be tutored Core Competencies: * Actively embraces and practices principles of diversity, equity, and inclusion * Open to feedback, suggestions, and evaluation * Strong communication skills * Proficient with technology Preferred Qualifications: * Able to work with and relate to students at different academic levels * Federal Work Study award * Bilingual English/Spanish ADDITIONAL INFORMATION * PleaseNote:As part of the first round of screening, the committee will conduct an anonymous review of the application materials and will not be able to view any personally identifiable information. Please be sure that your application is complete and thoroughly depicts how you meet the minimum qualifications, core competencies and preferred qualifications. Required documents must be provided at the time of application. Any applications which do not have the required documents attached will be considered incomplete. Incomplete applications will not be considered. Chemeketa makes employment decisions based solely on the candidate's demonstrated competencies as related to successful performance in the position. TERMS OF EMPLOYMENT * Current and ongoing enrollment at Chemeketa in at least 6 credits per term * This positions will not exceed 900 working hours per fiscal year * All positions at Chemeketa are required to be available for work onsite as requested by the college. * Requires flexible work schedule to meet program needs, which may include evenings and/or weekends * This position may require the use of your personal vehicle for transportation between campus locations * If requested, you must supply official transcripts within 30-days of hire * Employees must maintain Oregon, Washington or Idaho residency as a condition of employment. * Successful applicants for designated positions must successfully pass a background inquiry, which may include criminal, driving, credit and full background checks. Only information relevant to the position will be considered. An individual with negative information on their background inquiry will not necessarily be denied employment. * Providing false information will result in rejection of an application, employment offer or dismissal PHYSICAL REQUIREMENTS Sedentary Work:Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary requirements are met. VETERANS' PREFERENCE Applicants are eligible to use Veterans' Preference when applying with Chemeketa Community College in accordance with ORS 408.225, 408.230 and 408.235; and OAR 105-040-0010 and 105-040-0015. Preference will be given only if the applicant meets the minimum criteria of the position and electronically attach the required documentation at the time of application. For information regarding Veterans' Preference qualifications, visit ***************************************************** DOCUMENTS REQUIRED FOR VETERANS' PREFERENCE * One of the following: * MEMBER COPY 4 of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) -OR- * Letter from the US Dept. of Veterans Affairs indicating receipt of a non-service connected pension -OR- * Certification that discharge or release from active duty under honorable conditions will take place not later than 120 days after the submission of the certificate * In addition to one of the above documents, Disabled Veterans must also submit one of the following: * A copy of their Veterans disability preference letter from the Department of Veterans Affairs -OR- * Certification that medical separation from active duty under honorable conditions will take place not later than 120 days after the submission of the certificate. You can request copies of your military service record through the National Archives website at ********************************************************** PUBLIC SERVICE LOAN FORGIVENESS Chemeketa Community College is considered a qualifying public employer for the purposes of the Public Service Loan Forgiveness Program. Through the Public Service Loan Forgiveness program, full-time employees working at the College may qualify for forgiveness of the remaining balance on Direct Loans after 120 qualifying monthly payments under a qualifying repayment plan. Questions regarding your loan eligibility should be directed to your loan servicer or to the US Department of Education. LEGAL COMPLIANCE View our CTE Program Summaries & Admission Requirements. Chemeketa Community College prohibits unlawful discrimination based on the following: * Race * Color * Religion * National Origin * Sex * Marital Status * Disability * Protected Veteran Status * Age * Gender * Gender Identity/Expression * Sexual Orientation * Pregnancy * Whistleblowing * Genetic Information * Domestic Abuse Victim * Expunged Juvenile Record * Injured Workers * Protected Hairstyle (CROWN Act) * Victims of Domestic Violence (Sexual Assault, Stalking, and/or Harassment) * Political Affiliation or Belief * Tobacco Use During Work Hours Or any other status protected by federal, state, or local law in any area, activity or operation of the College. The College also prohibits retaliation against an individual for engaging in activity protected under this policy, and interfering with the individual's rights or privileges granted under federal, state or local laws. Under College policies, equal opportunity for employment, admission, and participation in the College's programs, services, and activities will be extended to all persons, and the College will promote equal opportunity and treatment through application of its policies and other College efforts designed for that purpose. For concerns, inquires or complaints regarding student disability accessibility and accommodations contact: Section 504/ADA Coordinator Students Karen Alexander, Director, Student Accessibility and Testing Services ************ Section 504/ADA Coordinator Employees For concerns, inquires or complaints regarding employee disability accessibility and accommodations contact: Patrick Proctor, Associate Vice President, Human Resources ************ Persons having questions or concerns about Title IX, which includes gender-based discrimination, sexual harassment, sexual violence, gender-based violence, and stalking, contact the Title IX coordinator, Jon Mathis at ************, 4000 Lancaster Dr. NE, Salem, OR 97305, or ******************************** All persons having questions or concerns related to Equal Employment Opportunity or Affirmative Action should contact the Affirmative Action Officer at ************, 4000 Lancaster Dr. NE, Salem OR 97305. Individuals may also contact the U.S. Department of Education, Office for Civil Rights (OCR), 810 3rd Avenue #750, Seattle, WA 98104, ************. To request this publication in an alternative format, please call ************. For language access please call ************ or **********************************.

2024-2025 This Application is only for Tutors who have been pre-approved through our Student Services Department ************************************************************ . Note: Applicant must be a currently licensed educator with TSPC.

The teacher works under the direction of the Principal: responsible for the instruction of assigned students within the parameters of the District philosophy, curriculum, policy and procedure. DUTIES AND RESPONSIBILITIES: Meets and instructs assigned classes in the locations and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests and abilities of the students. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and in harmony with the goal establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement by instruction and action the District's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of District specialists as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, District policy and administrative regulation. Assists the administration in implementing all policies and rules governing student life and conduct, and for the classroom develops reasonable rules of classroom behavior and procedure and maintains order in the classroom in a fair and just manner. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. Plans and supervises purposeful assignments for instructional assistant(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performances. Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required. QUALIFICATION STANDARDS: B.S./B.A. Valid and appropriate Oregon Teaching License. Highly Qualified as defined by the No Child Left Behind Act. Knowledge of teaching principles/techniques, District philosophy, curriculum, policy and procedure governing classroom instruction. Skill in assessing, planning and implementing programs of study for students that will contribute to their development as mature, able, and responsible men and women. Ability to apply effective principles of teaching to direct and motivate students. Ability to be responsible for the learning environment of assigned students and for supervising assigned teacher assistants and volunteers.

Vacancy Announcement Please Post March 13, 2025 POSITIONS: K-12 Summer School Teachers - Temporary, Multiple Positions TERMS OF EMPLOYMENT: Approximately 5 hours per day (8:30am - 1:30pm Grades K-8) Approximately 7 hours per day (9:00am - 4:00pm Grades 9-12) SALARY: $40/hour ($42/hour starting July 1) - contingent upon the district receiving ODE Summer School grant funds STARTING DATE: Session 1: June 16 - July 3 (Grades 9-12) Session 2: July 7 - August 1 (Grades K-12) PERFORMANCE RESPONSIBILITIES: See “Job Description” in application packet MINIMUM QUALIFICATIONS: High school diploma or equivalent. Valid Oregon Teaching License with content area endorsements, as appropriate. Experience in providing academic intervention instruction in reading, math and/or writing. Working knowledge of Oregon state assessment grade level expectations. Experience in Pre/Post Assessment; and Hold a First Aid card or obtain one as required by the supervisor. PREFERRED QUALIFICATIONS: Teaching experience with school-aged students Bilingual: English/Spanish preferred HOW TO APPLY: Visit the Gervais website at gervais.k12.or.us. Click on “Employment” at the bottom of the page under “Quick Links”, select the “TalentEd District Employment Application” tab, or use the hyperlink below. Submit your TalentEd electronic application with the following additional documents. A letter of interest addressing your strengths relative to the position. A current professional resume. 3 current letters of reference. A copy of your Teaching License issued by Teachers Standards and Practices. A copy of college transcripts. Current employees, please submit a letter/email of interest include the preferred session to anfia_***************************. APPLICATION DEADLINE: Application materials will be accepted until March 27, 2025 or until the positions are filled. HIRING TIMELINES: Advertise opening: 03/13/2025 Applications due: 03/27/2025 or until filled Applications screened: 03/31/2025-04/03/2025 Interviews: 04/07/2025-04/11/2025 Position to be offered: 04/15/2025 (conditional upon board approval) Board Approval: 05/15/2025

Westside Christian High School (located in Tigard, OR) is seeking a permanent, part-time or full-time Spanish for the 2025/2026 school year. Purpose for the Position: The Teacher is primarily responsible for providing a classroom environment in which students have the opportunity to experience personal growth in the academic, relational, and spiritual aspects of their lives. This person is responsible for organizing and implementing an instructional program specific to his or her course(s) that will result in students achieving this growth in accordance with the mission and vision of Westside Christian High School. The successful candidate will be able to: •Develop and implement instructional practices and strategies that include multiple methods of assessment, support students in meeting rigorous learning goals and engage and encourage learners to develop deep understanding of content areas. •Challenges students to think and express their thoughts through engaging lessons and activities. •Plan instruction and asses student progress on content comprehension. •Update and maintain accurate and complete records of student progress and development as set forth by school policy. •Consults principal, specialist, other teachers in the school, and students in evaluating own plans, methods, and results. •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. • Minimum Requirements/Qualifications: •Professional verification of successful classroom teacher performance and/or student teaching experience. •Demonstration of experience with positive relationships with high-school aged students. •An evangelical Christian commitment and lifestyle consistent with the school's mission, including signed agreement with WCHS Statement of Faith. Please submit your application and resume on our website found at the following link: ***********************************************

This posting will close at 5:00 pm on Monday, March 31, 2025 FTE: 1.0 Bilingual (English/Spanish) preferred Job Title: TEACHER - CLASSROOM POSITION SUMMARY The Teacher promotes and develops successful learning for students, performs instructional and related duties in accordance with District Policies and terms of the teacher contract. The Teacher also maintains a cooperative attitude with staff, parents,and students. The Teacher reports to the Principal or Designated Administrator and does not supervise any employees. ESSENTIAL RESPONSIBILITIES Provide a variety of situational appropriate instructional techniques and methods Promote high levels of achievement in relation to individual abilities Use techniques and methodologies appropriate to student abilities Use current and relevant subject matter Demonstrate knowledge of and ability to use research-based principles of effective instruction Organize instruction using learning objectives with clearly defined student outcomes Employ teaching strategies congruent with planned student outcomes Select teaching strategies emphasizing involvement Monitor student learning and pace instruction accordingly Develop and maintain a classroom environment conducive to effective student learning Develop written rules of classroom behavior and communicate those rules to all students Enforce written rules for classroom behavior Communicate goals and academic expectations to students Provide for the health and safety of students in all instructional settings Prepare effectively for class Prepare daily lesson plans Provide instruction based on District approved curriculum and standards Provide instruction predicated on course goals and objectives Develop and communicate appropriate progress grading standards to students Establish written grading standards that are clear and incorporate a variety of graded activities Assure that grading standards are explained, understood by the students, and available to parents Develop and maintain positive interpersonal relationships Model personal behaviors of honesty, fairness, courtesy and consideration Maintain a cooperative relationship with administration staff, students and parents Communicate with parents, counselors and students Communicate with classified, licensed and administrative staff Instruct and direct assigned instructional assistants to maximize delivery of instructional services Provide documentation of student progress Provide timely and accurate feedback/documentation to students and parents Maintain appropriate records of student performance Assign and check homework and provide feedback, when appropriate Keep parents and teachers informed though written and oral communication Build motivation and interest in learning Exhibit personal interest and encourage student interest in the subject area Maintain a current awareness of literature/activities in reading Maintain an ongoing personal program of professional growth and development Develop and implement annually an approved plan for professional growth and development Identify and request to attend professional workshop activities intended to increase the teacher's instructional effectiveness Participate in District sponsored inservice offerings appropriate to assignment Perform other related duties as assigned by the principal and/or superintendent Perform duties in accordance with District policy and terms set forth in the negotiated agreement Assist in the enforcement of school and District rules and policies Assume a share of responsibility for non-classroom student activities with the assigned workday OTHER RESPONSIBILITIES Maintain consistent and predictable attendance to meet the requirements of the position Perform other duties as assigned MINIMUM QUALIFICATIONS Education A minimum of a Bachelor's degree in an appropriate field of education Skills Maintain integrity of confidential information relating to students, staff, or district patrons Knowledge Knowledge of age appropriate teaching methods, state curriculum framework, education code Abilities Demonstrates command of oral and written English language Ability to work collaboratively and establish and maintain effective working relationships with co-workers Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures or backgrounds in English, Spanish, or other languages related to the job Ability to work harmoniously with others Licenses, Certifications, Bonding, and/or Testing Required Holds an appropriate license from Teacher Standards and Practices Commission in the State of Oregon and the required endorsement for the content area and grade level. PHYSICAL REQUIREMENTS 1. In an eight-hour day employee may: Stand/Walk [ ] None [ ] 1-4 hrs [ ] 4-6 hrs [X] 6-8 hrs Sit [ ] None [ ] 1-3 hrs [ ] 3-5 hrs [X] 5-8 hrs Drive [ ] None [X] 1-3 hrs [ ] 3-5 hrs [ ] 5-8 hrs 2. Employee may use hands for repetitive: [X] Single Grasping [X] Pushing and Pulling [X] Fine Manipulation 3. Employee may use feet for repetitive movement as in operating foot controls: [X] Yes [ ] No 4. Employee may need to: Bend [X] Frequently [ ] Occasionally [ ] Not at all Squat [X] Frequently [ ] Occasionally [ ] Not at all Climb Stairs [ ] Frequently [X] Occasionally [ ] Not at all Lift [ ] Frequently [X] Occasionally [ ] Not at all 5. Lifting: [ ] Sedentary Work: Lifting 10 pounds occasionally with frequent sitting and occasional standing/walking. [ ] Light Work: Lifting 20 pounds occasionally with occasional sitting and frequent standing/walking. [X] Medium Work: Lifting 50 occasionally, 25 pounds frequently with occasional sitting and frequent standing/walking. [ ] Medium Heavy Work: Lifting 75 pounds occasionally, 35 pounds frequently with occasional sitting and frequent standing/walking. [ ] Heavy Work: Lifting 100 pounds occasionally, 50 pounds frequently with occasional sitting and frequent standing/walking. The Forest Grove School District is an equal opportunity employer and provides services to the public on an equal opportunity basis and does not discriminate in employment or the provision of public services on the basis of race, color, religion, sex, sexual orientation, gender expression, gender identity, national origin, age, disability, political affiliation or belief, citizenship or marital status. Persons having questions about equal opportunity and nondiscrimination should contact the Director of Human Resources at the Forest Grove School District, ************.

Now Accepting Applications for Summer 2025 The Institute of Reading Development is now hiring summer teachers to lead our summer reading enrichment programs, designed to foster a love of reading while building critical reading skills in students of all ages. Our approach combines evidence-based practices with engaging activities that make reading fun and meaningful for students. This framework simplifies your role as a teacher, so you can focus on what matters most helping students thrive. This is a great opportunity to do challenging and meaningful work in a supportive environment. Teaching experience is valuable but not necessary, and we do not require teaching certification. We provide comprehensive lesson plans and training so that you will be fully prepared before your first class. You ll receive ongoing support from a dedicated supervisor. We welcome your application, whether you are an upcoming or recent college grad, a graduate student, a current teacher, or looking to make a career switch into education. Our Teachers: Work with students in both online and in-person classrooms. Earn up to $700 per week. Receive comprehensive paid training and ongoing support. Gain up to 200 hours of experience teaching their own classes to students from 4-year-olds to adults. Teaching Schedule Details and Commitment: 10 weeks of teaching. Full-time and part-time positions available. All schedules include teaching on both weekend days. Entry-level position, with opportunities for continued employment with the Institute after the summer. Training: We have two training programs: A 3 week full-time program, Monday-Friday in the weeks immediately preceding teaching. A part-time independent study program designed for current full-time teachers. Successful Institute Teachers: Have strong reading skills and read fiction for pleasure. Are responsible and hard-working, with strong communication and organizational skills. Are comfortable and confident with technology. Have a bachelor's degree or higher. Are active, patient, and supportive with students and parents. We look forward to reading your application soon. To learn more about us and to apply, visit ****************************************************** #LQTeachers

Job Details Bethany Athletic Club - Portland, OR Full Time 2 Year Degree $19.00 - $19.50 Hourly None DayDescription Bethany Athletic Club's new childcare center Bkids, seeks Teaching Assistants to join the Bkids team! The successful candidates will collaborate with the teaching team to support student's learning and healthy development, adhering to OCD's licensure requirements. Schedule: M-Fri Pay: $19.00- $19.50 Shift: FT Main Responsibilities: Supervise and engage with children. Help maintain classroom cleanliness and assist with classroom set up. Help positive classroom environment and assist with lesson plans. Assist with general routine care of children and follow a consistent routine. Help implement behavior management strategies to address individual needs and promote positive behavior. Other duties as assigned Qualifications: Certified in CPR/First Aid Highly motivated Excellent communication and interpersonal skills Excellent management and leadership skills Excellent organizational skills EDUCATION and/or EXPERIENCE Bachelor's Degree (BS/BA) from college or university with a major in: Early childhood education Child development Associate's Degree (AS/AA) from a college with a major in: Early childhood education Child development A one-year state or nationally recognized credential related to infant and toddler care. Completion of 20 credits (semester system) or 30 credits (quarter system) of training at a college or university in: Early childhood education Child Development AND at least one year of qualifying teacher experience* in a Certified Child Care Center or comparable group care program, in the care of infant and/or toddlers At least two years of qualifying teaching experience*, with at least one year as a teacher, in a Certified Child Care Center or comparable group care program, in the care of infant and/or toddlers TRAINING: Head teachers must have completed OCC approved health and safety training (before having unsupervised access to children) Have completed a minimum of two hours of training on child abuse and neglect that is specific to Oregon law before they can have unsupervised access to children. If the center is certified to care for infants, the head teacher must have completed OCC approved safe sleep training. Qualifications Company Benefits for your Life and Wellness 401k program with matching after 1 year EAP providing counseling, financial & legal assistance Discounts on food from Bethany Athletic Club and Laurel Parc Discounts through BenefitHub Employee Referral Bonuses Holiday pay perks Yearly performance reviews + annual pay increases for those who qualify Various development and growth opportunities Company events such as wellness + valuable prizes! Additional Perks for Full Time Employees Medical, Dental, Vision options for employee, partner + dependents after 60 days Flexible Spending Account (FSA) Up to 16 PTO days first year (19 days after 1 year) + Holiday pay Paid Leave Oregon for Medical + Family Leaves Complimentary Bethany Athletic Club membership + club discounts! 15% discount at West Parc & South Parc Apartments Additional Perks for Part Time Employees Oregon Sick Time FREE Bethany Athletic Club membership for employee About Central Bethany Central Bethany, owner & management company of Bethany Athletic Club, is a real estate development and property management company based in Portland, Oregon and the parent company of a portfolio of properties in the Bethany Village and surrounding Portland metropolitan area, including Bethany Athletic Club, Laurel Parc, South Parc, West Parc, Bethany Village Shopping Centre, Affinity Home Care, and LaScala Apartments. The Central Bethany main office is located in the heart of Bethany Village, a convenient location right off Highway 26 between downtown Portland and Hillsboro. Central Bethany is committed to fostering and supporting a diverse, fun, productive and close-knit community through its diverse group of properties where a multitude of paths for career growth and development are provided throughout its various departments, with positions for every skill and experience level. Our fast-paced environment and service-first mentality is what makes us great at what we do. This approach paired with our family history, experience in the industry, and commitment to supporting a healthy work-life balance for all of our employees is what we believe sets us apart and makes Central Bethany a unique place to work. We are constantly working to improve and innovate to deliver the best experience, service and product to our customers, members and residents. BAC123

ML Teacher High School - Long term leave replacement JobID: 3494 Special Services/English Language Learner Teacher Additional Information: Show/Hide Woodland High School - Multi Language Learner (MLL) Teacher 9-12 - Long term leave replacement for 25-26 School Year We appreciate your interest in employment with Woodland Public Schools. All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation. Unfortunately, due to the number of applications received, not all applicants will receive an interview. All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their education, experience, training, etc., as it relates to qualifications described on job postings. Position Title: Multi Language Learner (MLL) Teacher 9-12 - Long term leave replacement for 25-26 School Year Posting #: 3494 Location: Woodland High School Days/Hrs: 7 hrs/day, 189 days per year (180 school days, 9 professional development days) Start Date: Approximately 8/11/25 Pay Schedule: LINK to 24-25 schedule, 25-26 TBD Benefits: Position is eligible for medical, dental, vision, life, AD&D and LTD through the School Employee Benefits Board (SEBB) and retirement through the WA State Department of Retirement Systems (DRS). Job Summary: Multi Language Learner (MLL) instruction for students. Duties and Responsibilities: * Proven ability to effectively and cooperatively work with a diverse racial, cultural, and linguistic community * Ability to work cooperatively with students and their parents who are culturally, racially, and linguistically diverse * Possesses strong theoretical background in working with MLL populations * Experience in bilingual approaches to working with linguistically diverse students * Knowledge of effective educational strategies that ensure MLL student success * Knowledge of legal guidelines and parameters in working with diverse linguistic populations * Knowledge of identification procedures utilized in assessing English language proficiency. * Knowledge of special needs applications to diverse linguistic populations. * Ability to team with principal and staff to coordinate, develop, and implement staff trainings in bilingual literacy, language development, bilingual special education, and cross-cultural, pre-referral process. * Experience working successfully with diverse cultural groups, especially Hispanic. * Understanding of cross-cultural and acculturation issues * Proven ability to function in a team-oriented setting * Successful supervision experience in working with staff, parent volunteers, and student aides * Ability to create a compassionate sense of community within the entire school-wide environment * Demonstrated ability to monitor MLL students, evaluate alternative programs of services, and address federal and state compliance issues. * Ability to supervise/train/coordinate instructional assistants * Fluent reading and writing in Spanish preferred. Requirements: * Valid Washington State Teaching Certificate or eligibility for certification with an endorsement for working with Limited English Proficient populations (ESL or Bilingual). * Degree from an accredited institution of higher learning * Successful experience working with Limited English Proficient populations at a variety of levels. * Proven ability to effectively and cooperatively work with a diverse racial, cultural, and linguistic community. * Ability to work cooperatively with students and their parents who are culturally, racially, and linguistically diverse. Application Procedure: Apply Online Position Opens Internally: 3/12/2025 Position Closes Internally: 3/18/2025 Position Opens Externally (if necessary): 3/19/2025 Position Closes: Open until filled If you are hired for this position, you will be required to pay for a background check, unless you have completed the background check in the past two years, and it is on file with the Office of Superintendent of Public Instruction (OSPI).

Job Title Pilots Pre-College Program Teaching Assistant Department Conferences & Summer Programs Terms and Hours Late June to late July; approx. 15-20 hrs/wk Job Category Student Employment Hourly Wage Portland Metro Minimum Wage ($15.95 per hour) Job Summary Teaching Assistants (TAs) provide academic support and mentorship to students enrolled in Pilots Pre-College Program courses. TAs assist instructors with classroom management, student engagement, and administrative tasks. They serve as an essential link between faculty and students, ensuring a positive learning experience. Core Duties Academic Support * Assist faculty with lesson preparation, discussions, and student engagement. * Provide one-on-one and small group tutoring for students. * Lead or facilitate study sessions, workshops, and review activities. Classroom Management & Administration * Take attendance and maintain student progress records. * Assist with grading assignments, tracking participation, and organizing course materials. * Communicate important information to students regarding assignments and deadlines. Student Mentorship & Engagement * Act as an academic mentor, supporting students in their coursework. * Answer student questions and provide guidance on study strategies. * Foster an inclusive, collaborative, and academically enriching environment. * Other relevant duties as assigned Minimum Qualifications * Completed at least two years of college by the start of the program. * Strong academic background in a related subject area. * Excellent communication and mentorship skills. * Ability to work collaboratively with faculty and students. Preferred Qualifications * Previous experience as a teaching assistant, tutor, or mentor. * Familiarity with University of Portland's academic environment. * Experience working with high school students in an academic setting. Physical Requirements * Occasionally: stand and walk; twist; lift, carry, push, and pull objects that weigh up to 15 pounds. * Hours of employment: sometimes may require working flexible and/or longer hours, including nights and weekends, when necessitated by projects. * Stress from work-related situations such as those involving challenging, important, urgent, time-sensitive, or multiple matters. Posting Detail Information Posting Number SE633-2023 Number of Vacancies 3 Estimated Start Date 06/30/2025 Open Date 03/03/2025 Close Date 05/01/2025

Oregon Charter Academy 2025-2026 School Year 201 day, 10 month/full-time Home-Based, Oregon Oregon Charter Academy (ORCA) is a virtual public school serving students in grades K-12 throughout the state. Teachers at ORCA are student-focused, adapting to meet students' educational needs through personalized learning using our high-quality curriculum and the teaching of 21st-century skills. ORCA is authorized by the Santiam Canyon School District and governed by its independent charter school board. The school has been in operation since 2005 and is accredited through Cognia. Position Responsibilities Advisory Homeroom Teacher will be an integral part of the High School Team and report to the Senior Manager of Counseling Services. The Advisory Teacher will virtually assist students and parents/learning coaches with course selection, scheduling and will be the initial point of contact for student concerns that span multiple subject areas as well as non-academic issues. The Advisory Teacher will become an expert on course and credit requirements and will work with the School Counselor to establish counseling processes for students. Teachers at ORCA are responsible for delivering instruction, building curriculum, attending school events, as well as participating in peer-observation cycles and other duties as assigned. Advisory Homeroom Teacher will be responsible for the successful completion of the following tasks: Advise students and families related to academics, career planning and graduation; Assist students and parents with the secondary school course selection process according to specific state credit and graduation requirements and student needs and interests. An integral part of this process is assisting students and parents to develop a Four Year Plan for meeting graduation requirements; Advise students with issues related to dropping courses and changing schedules, seeking support as needed, while ensuring that the school's course selection and drop policies are adhered to; Review student transcripts and the entry of credits into the online transcript system; Follow procedures to ensure that transcripts are accurate and up-to-date; Work with the administrative assistants to obtain school records from the student's previous school (where applicable) and forwarding student records when appropriate; Implement programs for students and families related to interpersonal adjustment issues; Work with school teams to identify and help families access school and community resources; Participate in the development of crisis prevention and management plans for the school; Collaborate on a team of high school teachers, counselors and administrators to help identify students who are “at risk” or “in crisis”; Act as the main point of contact for these students and families, communicating regularly with them; Support families through the school withdrawal process, assisting with data collection regarding withdrawal; Report and refer critical incidents that jeopardize student well-being as obligated by law, administrative regulations, or ethical standards. Stay abreast of all state regulations relating to incident reporting and documentation; Assist teachers when students enroll mid-semester, making sure that teachers receive guidance on integrating the students into their coursework, and ensuring that previous grades, credits, and evaluations are handled appropriately; Help students to research and understand their post-secondary career and educational options; Assist with student preparation of applications for college and jobs; Educate students and parents about college admissions requirements and financial aid; Support professional development activities for teachers and school staff members; Assume teaching and grading duties as necessary including teaching advisory, career education, elective courses; and, Other duties as assigned. Compensation Package Click here to review the salary schedule for this position. Predominantly work from home. Comprehensive, competitive medical, vision, and dental benefits (OEBB). Participation in state retirement plan (PERS). Tuition reimbursement up to $5,250 per calendar year. 403(b) plan with employer match potential. Additional employer-paid and voluntary benefits. Position Requirements Bachelor's degree required, masters degree preferred. Current Oregon teaching license with proper certifications/endorsements. Strong technology skills. Excellent communication skills, both oral and written. Student-focused approach. High degree of flexibility. Demonstrated ability to work well in a fast paced environment. Willingness and ability to travel on occasion. Ability to work remotely. Ability to work occasional evening hours, as needed. Applicants with culturally diverse backgrounds are strongly encouraged to apply. Please be prepared with a letter of interest and resume. Oregon Charter Academy is committed to the principle of equal employment opportunity and seeks employees who reflect and support our mission-driven commitment to a diverse school community. For more information please visit **********************

JOB INFORMATION This is a part-time hourly pool. Applications are collected for possible immediate, or future college vacancies. This type of employment is temporary and often sporadic. You may only be contacted if a review of your application results in the intent to pursue your candidacy. The successful tutor candidate will be an experienced tutor that will work with students either one-on-one or in small groups and provide academic support to promote student retention. Tutors will be required to complete all levels of Chemeketa's tutor training program, which is certified through the College Reading and Learning Association (CRLA). Trained tutors serve as mentors to student tutors and work closely with department staff to carry out the Tutoring Services' mission. Based on department need, tutors may be hired to work at the Salem Campus, Yamhill Valley Campus, Polk Center, or Woodburn Center. Chemeketa is a proud Hispanic-Serving Institution that aspires to be an inclusive environment where we honor and value the unique contributions of our diverse students, employees, and community. We seek to foster cultural competence and pursue equitable solutions that support all students in achieving their educational goals. If you are interested in joining the work of the college to pursue a supportive and inclusive culture, we encourage you to apply. When applying for this position, you will be required to attach the following electronic documents: * Resume * Unofficial Transcripts - An electronic copy of your academic transcript(s) from an accredited institution which clearly indicate the degree awarded, and any other applicable information, must be attached with your application if you would like it considered as part of your eligibility for the position. Any applicants who earned academic credentials from outside of the United States and wish to use those credits for consideration must also upload an evaluation of college credit earned at the non-U.S. institution. DUTIES & RESPONSIBILITIES Essential Functions: * Tutor students in course-specific content, assisting students with understanding course material (online and in-person). * Tutors students according to departmental guidelines and follows College Reading. * Identifies specific student problems and keeps coordinator and full-time supervisors informed. * Supports program outcomes and consults with tutoring coordinator and supervisors on a regular basis. * Mentors new and developing student tutors. * Assists with upkeep of tutoring facilities and promotion of tutoring services. * Completes related paperwork. * May be only or primary staff member on duty. * May open and close facility. Institutional Expectations: * Embraces diversity and actively collaborates effectively with a variety of students, staff and the public from diverse cultural, social, economic and educational backgrounds * Participates in recruitment and retention of students at an individual and institutional level in promotion of student success * Embraces, understands and uses appropriate technology tools to accomplish job functions * Provides high quality, effective service to internal and external customers through continuous improvement and adoption of lean office practices CANDIDATE QUALIFICATIONS Your application will be scored based on the minimum qualifications, core competencies, and preferred qualifications. If you are unsure whether you meet all of the qualifications listed below, we encourage you to apply and address through your application materials all of the relevant education, transferable skills, and related experience that makes you a great candidate for this position.Please ensure you include all information on your application which you wish to be considered. Minimum Qualifications A high school diploma/GED and completion of course work in the discipline(s) to be tutored higher than or equivalent to the level to be tutored * AND- Demonstrated academic success (B or better) in course(s) to be tutored * AND- At least six months part-time tutoring experience with high school and/or adult learners Core Competencies * Ability to work well with diverse adult learners * Ability to work independently * Demonstrated punctuality and reliability * Demonstrated strong interpersonal skills * Demonstrated commitment to principles of diversity, equity, and inclusion Preferred Qualifications * One or more year(s) of tutoring experience in subject area to be tutored * Advanced coursework or degrees in the discipline(s) to be tutored * Tutoring and/or instructional experience with ESOL or developmental courses for adult learners * Tutoring and/or instructional experience in a college environment * Familiarity with peer tutoring techniques * CRLA or equivalent tutor training certification (Level I or higher) * Bilingual English/Spanish ADDITIONAL INFORMATION * PleaseNote:As part of the first round of screening, the committee will conduct an anonymous review of the application materials and will not be able to view any personally identifiable information. Please be sure that your application is complete and thoroughly depicts how you meet the minimum qualifications, core competencies and preferred qualifications. Required documents must be provided at the time of application. Any applications which do not have the required documents attached will be considered incomplete. Incomplete applications will not be considered. Chemeketa makes employment decisions based solely on the candidate's demonstrated competencies as related to successful performance in the position. TERMS OF EMPLOYMENT * Part-time hourly positions will not exceed 900 working hours per fiscal year * All positions at Chemeketa are required to be available for work onsite as requested by the college. * Requires flexible work schedule to meet program needs, which may include evenings and/or weekends * This position may require the use of your personal vehicle for transportation between campus locations * If requested, you must supply official transcripts within 30-days of hire * Employees must maintain Oregon, Washington or Idaho residency as a condition of employment. * Successful applicants for designated positions must successfully pass a background inquiry, which may include criminal, driving, credit and full background checks. Only information relevant to the position will be considered. An individual with negative information on their background inquiry will not necessarily be denied employment. * Providing false information will result in rejection of an application, employment offer or dismissal PHYSICAL REQUIREMENTS Sedentary Work:Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary requirements are met. VETERANS' PREFERENCE Applicants are eligible to use Veterans' Preference when applying with Chemeketa Community College in accordance with ORS 408.225, 408.230 and 408.235; and OAR 105-040-0010 and 105-040-0015. Preference will be given only if the applicant meets the minimum criteria of the position and electronically attach the required documentation at the time of application. For information regarding Veterans' Preference qualifications, visit ***************************************************** DOCUMENTS REQUIRED FOR VETERANS' PREFERENCE * One of the following: * MEMBER COPY 4 of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) -OR- * Letter from the US Dept. of Veterans Affairs indicating receipt of a non-service connected pension -OR- * Certification that discharge or release from active duty under honorable conditions will take place not later than 120 days after the submission of the certificate * In addition to one of the above documents, Disabled Veterans must also submit one of the following: * A copy of their Veterans disability preference letter from the Department of Veterans Affairs -OR- * Certification that medical separation from active duty under honorable conditions will take place not later than 120 days after the submission of the certificate. You can request copies of your military service record through the National Archives website at ********************************************************** PUBLIC SERVICE LOAN FORGIVENESS Chemeketa Community College is considered a qualifying public employer for the purposes of the Public Service Loan Forgiveness Program. Through the Public Service Loan Forgiveness program, full-time employees working at the College may qualify for forgiveness of the remaining balance on Direct Loans after 120 qualifying monthly payments under a qualifying repayment plan. Questions regarding your loan eligibility should be directed to your loan servicer or to the US Department of Education. LEGAL COMPLIANCE View our CTE Program Summaries & Admission Requirements. Chemeketa Community College prohibits unlawful discrimination based on the following: * Race * Color * Religion * National Origin * Sex * Marital Status * Disability * Protected Veteran Status * Age * Gender * Gender Identity/Expression * Sexual Orientation * Pregnancy * Whistleblowing * Genetic Information * Domestic Abuse Victim * Expunged Juvenile Record * Injured Workers * Protected Hairstyle (CROWN Act) * Victims of Domestic Violence (Sexual Assault, Stalking, and/or Harassment) * Political Affiliation or Belief * Tobacco Use During Work Hours Or any other status protected by federal, state, or local law in any area, activity or operation of the College. The College also prohibits retaliation against an individual for engaging in activity protected under this policy, and interfering with the individual's rights or privileges granted under federal, state or local laws. Under College policies, equal opportunity for employment, admission, and participation in the College's programs, services, and activities will be extended to all persons, and the College will promote equal opportunity and treatment through application of its policies and other College efforts designed for that purpose. For concerns, inquires or complaints regarding student disability accessibility and accommodations contact: Section 504/ADA Coordinator Students Karen Alexander, Director, Student Accessibility and Testing Services ************ Section 504/ADA Coordinator Employees For concerns, inquires or complaints regarding employee disability accessibility and accommodations contact: Patrick Proctor, Associate Vice President, Human Resources ************ Persons having questions or concerns about Title IX, which includes gender-based discrimination, sexual harassment, sexual violence, gender-based violence, and stalking, contact the Title IX coordinator, Jon Mathis at ************, 4000 Lancaster Dr. NE, Salem, OR 97305, or ******************************** All persons having questions or concerns related to Equal Employment Opportunity or Affirmative Action should contact the Affirmative Action Officer at ************, 4000 Lancaster Dr. NE, Salem OR 97305. Individuals may also contact the U.S. Department of Education, Office for Civil Rights (OCR), 810 3rd Avenue #750, Seattle, WA 98104, ************. To request this publication in an alternative format, please call ************. For language access please call ************ or **********************************.

This position assists program coordinators by performing instructional tasks in the areas of reading, math, STEM, social-emotional learning, fitness/wellness, and language development, in small groups. Program staff will work in collaboration to provide all students with meaningful activities in a positive, nurturing, and safe environment. BASIC DUTIES AND RESPONSIBILITIES Basic duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned. Assists students with the program and extended school day activities to reinforce learning concepts. Models healthy and positive social interactions. Assists with arrival and departure (i.e..., loading and unloading children from parked buses, check- in, check-out). Maintains a safe and positive learning environment for all students at all times. Assists the staff in developing educational materials (copying, typing, laminating, etc.). Reports safety, sanitary hazards immediately to the supervisor. Complies with applicable District policies and procedures, state, local and federal laws, rules, and regulations. Interacts thoughtfully and courteously with students, staff, and community. Attends work regularly and is punctual. Attends in-services, training, and staff meetings as required. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each 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 duties and responsibilities. Before/After and summer School Program Tutor(s) Experience: Previous experience with children in an educational setting preferred. Interpersonal Skills: Works well with others. Focuses on solving con?ict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others' ideas and contributing to building a positive team spirit.Baby sitting, Child care, Organizing School activities, extra curricular activity ( FFA, Power Peers, PAC,) Language Skills: Ability to communicate fluently verbally and in writing in English. Ability to effectively present information and respond to questions in small group situations to after school program students and other school staff. Ability to verbally respond to common inquiries from after school program students. Ability to read and interpret documents. Ability to write routine reports and correspondence. Mathematical Skills: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Reasoning Ability: Ability to solve practical problems and deal with a variety of situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. Computer Skills: General knowledge of computer usage and ability to use, e-mail, internet, and word processing software. Other Skills and Abilities: Ability to appropriately communicate with after school program students, teachers, parents and members of the community. Ability to exercise good judgment, work in a dynamic environment, and appropriately alert supervisor to a wide spectrum of behaviors of after school program students. Ability to complete any District required training. 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 regularly required to talk or hear. The employee is frequently required to walk; stand; sit; use hands for manipulation, handle or feel and reach with hands and arms. The employee is occasionally required to stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 100 pounds. The employee may occasionally climb stairs or ladders. Before/After School Program Tutor(s) abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision. 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 work environment is a non classroom setting. The noise level in the work environment is usually low to moderate, but occasionally high depending upon student population and activities. The employee is occasionally exposed to wet or humid conditions and outdoor weather conditions. Employee may be exposed to blood-borne pathogens. The hourly rate is $15 per hour. Up to 15 hours per week during the school year, and up to 40 hours during the summer. After SchoolElementary Schools Monday__Friday, 3:30-6:00 pm Summer Program Monday - Friday 7:30 am - 4:00 pm

The teacher works under the direction of the Principal: responsible for the instruction of assigned students within the parameters of the District philosophy, curriculum, policy and procedure. DUTIES AND RESPONSIBILITIES: Meets and instructs assigned classes in the locations and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests and abilities of the students. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and in harmony with the goal establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement by instruction and action the District's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of District specialists as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, District policy and administrative regulation. Assists the administration in implementing all policies and rules governing student life and conduct, and for the classroom develops reasonable rules of classroom behavior and procedure and maintains order in the classroom in a fair and just manner. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. Plans and supervises purposeful assignments for instructional assistant(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performances. Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required. QUALIFICATION STANDARDS: B.S./B.A. Valid and appropriate Oregon Teaching License. Bilingual in Spanish and English Highly Qualified as defined by the No Child Left Behind Act. Knowledge of teaching principles/techniques, District philosophy, curriculum, policy and procedure governing classroom instruction. Skill in assessing, planning and implementing programs of study for students that will contribute to their development as mature, able, and responsible men and women. Ability to apply effective principles of teaching to direct and motivate students. Ability to be responsible for the learning environment of assigned students and for supervising assigned teacher assistants and volunteers.

Vacancy Announcement Please post - June 21, 2023 POSITIONS: English Language Development Teacher (Gervais High School) TERMS OF EMPLOYMENT: 190-day contract and other conditions and benefits as set in the and master agreement. SALARY: $42,434-$83,988 STARTING DATE: August 2023 PERFORMANCE RESPONSIBILITIES: See Job Description in Application Packet. MINIMUM QUALIFICATIONS: Valid Oregon teaching license with appropriate endorsements. Training and/or experience in ESL and Sheltered English. Fluency in English reading, writing, and speaking skills. Bilingual in English and Spanish. Prior job-related experience or recent training appropriate to the assignment preferred but not required. Valid First Aid Card as requested by Principal. HOW TO APPLY: Visit the Gervais website at k12.or.us. Click far right blue tab stating “Employment”, select the “Licensed” tab, and then click on the blue tab stating “Click here to apply online for a position”. Submit a Powered by TalentEd application with the following: A letter of interest addressing your strengths relative to the position. A current professional resume. 3 current letters of reference. A copy of your Teaching License issued by Teachers Standards and Practices. A copy of college transcripts. *If a current application, resume, and placement file are already with the district office, please submit a letter/email of interest for this vacancy to reactivate the file to Phillip_************************** APPLICATION DEADLINE: Applications will be accepted until 4 p.m. on July 05, 2023, or until filled, at the District Office. HIRING TIMELINES: Advertise opening: 06/21/2023 Applications due: 07/05/2023 or until filled Applications screened: 07/07/2023 Interviews: 07/10/2023 Board Approval: 07/20/2023 Position to be offered: 07/14/2023 Official transcripts will be required of the successful candidate.

High School Advisory Teacher Oregon Charter Academy 2025-2026 School Year 201 day, 10 month/full-time Home-Based, Oregon Oregon Charter Academy (ORCA) is a virtual public school serving students in grades K-12 throughout the state. Teachers at ORCA are student-focused, adapting to meet students' educational needs through personalized learning using our high-quality curriculum and the teaching of 21st-century skills. ORCA is authorized by the Santiam Canyon School District and governed by its independent charter school board. The school has been in operation since 2005 and is accredited through Cognia. Position Responsibilities Advisory Homeroom Teacher will be an integral part of the High School Team and report to the Senior Manager of Counseling Services. The Advisory Teacher will virtually assist students and parents/learning coaches with course selection, scheduling and will be the initial point of contact for student concerns that span multiple subject areas as well as non-academic issues. The Advisory Teacher will become an expert on course and credit requirements and will work with the School Counselor to establish counseling processes for students. Teachers at ORCA are responsible for delivering instruction, building curriculum, attending school events, as well as participating in peer-observation cycles and other duties as assigned.Advisory Homeroom Teacher will be responsible for the successful completion of the following tasks: Advise students and families related to academics, career planning and graduation; Assist students and parents with the secondary school course selection process according to specific state credit and graduation requirements and student needs and interests. An integral part of this process is assisting students and parents to develop a Four Year Plan for meeting graduation requirements; Advise students with issues related to dropping courses and changing schedules, seeking support as needed, while ensuring that the school's course selection and drop policies are adhered to; Review student transcripts and the entry of credits into the online transcript system; Follow procedures to ensure that transcripts are accurate and up-to-date; Work with the administrative assistants to obtain school records from the student's previous school (where applicable) and forwarding student records when appropriate; Implement programs for students and families related to interpersonal adjustment issues; Work with school teams to identify and help families access school and community resources; Participate in the development of crisis prevention and management plans for the school; Collaborate on a team of high school teachers, counselors and administrators to help identify students who are “at risk” or “in crisis”; Act as the main point of contact for these students and families, communicating regularly with them; Support families through the school withdrawal process, assisting with data collection regarding withdrawal; Report and refer critical incidents that jeopardize student well-being as obligated by law, administrative regulations, or ethical standards. Stay abreast of all state regulations relating to incident reporting and documentation; Assist teachers when students enroll mid-semester, making sure that teachers receive guidance on integrating the students into their coursework, and ensuring that previous grades, credits, and evaluations are handled appropriately; Help students to research and understand their post-secondary career and educational options; Assist with student preparation of applications for college and jobs; Educate students and parents about college admissions requirements and financial aid; Support professional development activities for teachers and school staff members; Assume teaching and grading duties as necessary including teaching advisory, career education, elective courses; and, Other duties as assigned.

Click here for full job description: Vocal (Choir) Music Teacher PURPOSE Instructs classes in vocal music so that students develop individual and group performance skills and an understanding of music. McNary High School (OR) Choir McNary High School (Salem, OR) seeks a dynamic conductor and educator to lead its choral program, consisting of multiple curricular choirs. The McNary High School choral program enjoys a strong reputation for performance excellence in concert and festival performance. Responsibilities: Provide artistic and instructional leadership for multiple curricular choirs at all levels including programming and pedagogy relevant to their development. Align instruction to all local and state curricular guidelines and monitor and record progress and achievement for all students. Preferred qualifications: Education and experience commensurate with leading a large, diverse, and successful choir program. The ideal candidate has a history of performance success with ensembles evidenced by festival ratings or other means of recognition. A successful record of developing both skilled ensembles as well as fostering individual technique, musicianship, and student leadership. Performance skills in voice commensurate with an undergraduate program of advanced private study. Performance skills on piano sufficient to support rehearsal needs. A strong record of program development in recruitment and retention. A record of leadership and collaboration amongst colleagues in your own institution as well as across your discipline. Experience in working with a formally organized parent organization with an active support role. About Salem-Keizer Public Schools: SKPS is Oregon's second largest district, home to sixty-five schools and over thirty-five thousand students and twenty-two percent are considered to be English language learners. The Salem-Keizer music program is staffed by nearly one hundred skilled pedagogues and offers comprehensive music education including K-5 compulsory general music and elective instruction in orchestra, choir, and band beginning in late elementary. Additional programs in contemporary music and recording arts are available at select schools. Collectively, the SKPS music programs have earned more state championship titles than all other districts combined, and the community places a high value on quality music experiences for their children. About McNary High School: McNary High School is located in the northern part of the district, in the community of Keizer and is supported by Whiteaker Middle School and Claggett Creek Middle School. It has a robust music program with all three disciplines-orchestra, choir, and band-led by a collaborative and engaged team of teachers. Additionally, it has a CTE program in music industry where students receive experience in contemporary commercial music performance and production. About Salem, Oregon: Salem is the capital of Oregon, in the heart of the Willamette Valley, in the northwest quadrant of the state. It, along with nearby Keizer, is home to over 200,000 residents and offers a vibrant downtown, amenities, and natural spaces surrounding the Willamette River and throughout the region. It is within one-hour's drive to Oregon's largest city, Portland, and is under two hours to the famed Oregon coast or the Columbia River Gorge. Additional materials: In addition to the required materials, please submit: a link to a private channel (YouTube, Vimeo, other) containing video and/or audio examples of your work in performance and of instruction. Review of materials will begin immediately. Position will remain open until filled. Additional questions may be directed to: Stephen Lytle, DMA Coordinator, Music and Drama Salem-Keizer Public Schools lytle_************************* Scott Gragg Principal McNary High School gragg_*********************** Start date: August 26, 2025 Type: Licensed FTE: 1.0 Status: Permanent Salary is prorated based on FTE: $50,011 - $98,436 & Differential may vary (Salary is based on the 2024-25 schedule and is subject to change) Application Procedure: Apply online All Applicants, please note: If selected, you will be asked to participate in an interview process. Interviews are conducted virtually, in person, or via a one-way video. Please note interviews are a required part of the hiring process, non-compliance with the interview eliminates your eligibility for the position. Salem-Keizer Public Schools does not and shall not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, marital status, age, disability, veterans' status, or other categories protected by ORS Chapter 659A.

Vacancy Announcement Please post March 13, 2025 Summer School Classified Preschool Teacher - Temporary, Multiple Positions TERMS OF EMPLOYMENT: Approximately 5 hours per day (8:30am - 1:30pm) July 7 - August 1 SALARY: $28/hour (contingent upon the district receiving ODE Summer School grant funds) PERFORMANCE RESPONSIBILITIES: See “Job Description” in application packet MINIMUM QUALIFICATIONS: High school diploma or equivalent. Must hold a paraprofessionals certificate or be a college or university student in good standing. PREFERRED QUALIFICATIONS: Experience working with preschool school-aged children Bilingual: English/Spanish preferred HOW TO APPLY: Visit the Gervais website at gervais.k12.or.us. Click on “Employment” at the bottom of the page under “Quick Links”, select the “TalentEd District Employment Application” tab, or use the hyperlink below. Submit your TalentEd electronic application with the following additional documents. A letter of interest addressing your strengths relative to the position. A current professional resume 3 current letters of reference *Current employees please submit a letter/e-mail of interest to anfia_***************************. APPLICATION DEADLINE: Application materials will be accepted until March 27, 2025 or until the positions are filled. HIRING TIMELINES: Advertise opening: 03/13/2025 Applications due: 03/27/2025 or until filled Applications screened: 03/31/2025-04/03/2025 Interviews: 04/07/2025-04/11/2025 Position to be offered: 04/15/2025 (conditional upon board approval) Board Approval: 05/15/2025