Indigenous Jobs in Oregon (NOW HIRING)

JOB TITLE:

Title I Literacy Coordinator/Teacher

SUPERVISOR:

HOLLA School Administrator

ABOUT:

HOLLA School is a public, tuition-free K-5 charter school sponsored by the Reynolds School District. Our foundational belief is ALL children are abundant, brilliant and creative. The HOLLA School mission is To change the academic narratives of Black, Brown and Indigenous youth by honoring lived experiences, catalyzing genius and centering joy.

COMPENSATION:

Salary for this position is dependent upon relevant teaching experience, which includes professional development, supervision, licensure held and areas of endorsement. This is a 1.0 FTE, exempt position, and will be paid in accordance with the salary schedule at 1.0. The salary is in addition to medical/dental insurance and PERS Retirement benefits (eligible immediately for current PERS participants, eligible 6 months after employment begins for new PERS participants). Additionally, teachers receive weekly professional development that can be counted towards licensure requirements for TSPC.

ABOUT THIS POSITION:

We are searching for kind, innovative, passionate and creative teachers to join our school team! Teachers at HOLLA School are firmly rooted in seeing and drawing out the academic success of ALL learners. An ideal applicant will share philosophical beliefs that all children inherently possess abundance, brilliance and creativity.

The Literacy Coordinator/Teacher role is responsible for all of the planning, data tracking, and reporting of literacy development in addition to individual and small group literacy instruction, seasonal Family Literacy Nights, and Summer literacy programming for HOLLA School scholars.

GENERAL JOB DESCRIPTION:

HOLLA School teachers understand the significant role of community and recognize that the school is a place where we want to encourage the presence of parents, guardians, volunteers and community partners. HOLLA School teachers should be able to create a nurturing, stimulating learning environment where every child feels included and experiences joy and success in learning. At HOLLA School we want our youth to respond positively to questions such as, "What have you learned about yourself? Others? Inequities and how to interrupt them?" Moreover, we want them to be able to answer, "What are you becoming smarter about?" when queried.

At HOLLA School, we approach teaching as an ever-evolving practice that requires new skills for varying reasons and for old skills to be adapted, changed or purged. We identify equity as an ongoing consciousness journey that requires continuous reflection, a cycle of inquiry and being able to give and receive feedback throughout the process of learning. At HOLLA School, we want you to feel connected to your pivotal role as an educator and to also experience joy in your work. A HOLLA School teacher is a lifelong learner who inspires a love for learning in your students. Outstanding candidates embrace mistakes as learning opportunities, set learning goals not only for students but themselves, and embrace creativity and independence. HOLLA School teachers are sound practitioners with broad knowledge bases of how elementary children learn and aware of current pedagogical shifts that include unpacking hidden or subconscious bias. Additionally, HOLLA School teachers are already trained in or willing to take necessary steps to learn the eight elements of SB-13, which is the Tribal History/Shared History curriculum created by Indigenous educators in the state of Oregon.

TITLE I LITERACY COORDINATOR/TEACHER ESSENTIAL FUNCTIONS:

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  Establishing rapport and building relationships with students based on trust.
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  Writing learning goals based on HOLLA School pedagogy and expected outcomes aligned with Title I, Early Learning Success, and SIA goals
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  Developing and implementing group and individual instruction, curricula, and methods that are specific to the needs of each learner.
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  Plan and facilitate literacy instruction for K-5, partnering with classroom teachers as needed
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  Determine student's progress on literacy goals using classroom data to inform planning, instruction and intervention.
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  Participate in various meetings including professional development, conferences, IEP meetings, for the purpose of learning, collaborating, providing information, etc.
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  Under the guidance of HOLLA School Administrators, learn to implement our literacy diagnostics, and utilize materials to create lesson plans that support Emerging Multilingual students, children experiencing exceptionalities, and for youth who may demonstrate lagging skills in order to strengthen reading and writing skills development.
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  Foster a learning environment where all students feel more confident, included, welcomed, and celebrated.
  
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  Create and maintain a safe, clean, stimulating classroom where all children feel safe and valued.
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  Set an excellent example for students while encouraging values like empathy, collectivism, community, understanding, respect, love, and kindness.

• Complete all data tracking and reporting for literacy initiatives

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  Monitor and assess student progress
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  Ensure classroom supplies and equipment are available and in working condition.
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  Update records on the school database and handle various other administrative tasks.
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  Participate in school activities and accompany students on field trips.
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  Other duties as assigned.

CREDENTIALS AND REQUIREMENTS:

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  Bachelor's degree in early childhood teaching, education, or a related discipline. If currently licensed in the state of Oregon to teach, must hold a license with Teachers Practices and Standards Commission (TSPC) and be in compliance with all rules and regulations as established by TSPC.
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  Completed training at an accredited school or university, as well as any combined experience working with elementary students and diverse populations.
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  Completed coursework in Methodology, Literacy Development, Psychology of early learners
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  Knowledgeable of current K-5 Standards based on Common Core and versed in how to create multiple opportunities for children to demonstrate what they know and to be given access to demonstrate mastery criteria in alternative formats that are culturally responsive and sustaining.
• Reading endorsement and demonstrated experience in teaching literacy in an elementary school setting

• Additional courses, training or endorsements in special education, early childhood, English Language Learners
• Passionate about education as an ever-evolving practice.

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  Ability to teach groups of children of varying ages, needs, and abilities.
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  Experience working with emerging bilinguals and their families.
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  Patience and excellent observational, communication, and diagnostic skills.
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  The ability to multitask, keep calm under pressure, and treat everyone with love and respect. Excellent planning and organizational skills.
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  Demonstrated commitment to continuous growth, including reflection, curiosity, and the ability to give and receive feedback as a crucial element in the process of ongoing learning.
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  Proof of COVID vaccination status is required.
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  Ability to perform physical requirements of extended standing, walking, lifting up to 50 lbs.