SALARY: $49,638.36-$92,138.12 (DOE) + 4% of base stipend. 

 

Hiring Bonus: All new hire teachers that are properly licensed and endorsed (meaning- not on an emergency license, restricted license, or with a conditional assignment endorsement) will receive the signing bonus. For staff that are not properly licensed or endorsed, they shall receive the bonus once properly licensed/endorsed (within three years of hire) and will be paid as defined below as much as possible. This bonus will not be extended to current District teachers or former District teachers (including retirees) who left the district in the last five years. The signing bonus will be paid in three payments: Year one (1): $2,500; Year two (2): $1,500; and Year three (3) $1,000.

 

Insurance: Generous Health, dental, and vision contribution from the district, currently up to $2,130 (based upon family coverage), TBD for 2024-2025. 

 

PERS Retirement: The district assumes and pays the 6% average employee contribution to the Oregon PERS system. 

 

SCHEDULE: 190 Days + 3 days new teacher inservice 

 

Summary: Klamath Falls City Schools is looking for a highly organized, dedicated, and passionate self-starter to oversee and coordinate K-12 district attendance initiatives and district Tier I behavior initiatives.  This position works closely with the Director of School Improvement, building Principals, Deans, and Instructional Coaches to support improved student attendance and improved behavior throughout the district.

 

Essential Duties and Responsibilities:

• Coordinate, schedule, and facilitate District attendance team meetings
• Work with building attendance teams to develop and implement, or improve current attendance systems
• Work with building Deans, Administration, or School Resource Officers on home visits for students with ongoing attendance concerns
• Regularly analyze attendance data, looking for trends and areas for improvement.  Report and share data with district and building teams
• Coordinate, schedule, and facilitate Capturing Kids Hearts trainings to support improved behavior management throughout the district
• Cooperatively develop and implement a comprehensive district-wide implementation plan for Capturing Kids Hearts
• Regularly collect and analyze Tier-I behavior data looking for trends and areas for improvement.  Communicate data analyses to district and building teams
• Use data to determine ongoing Professional Development needs for the schools and district.
• Oversee the Behavior Reset Centers (BRC) at each school site
• Work with BRC staff to ensure fidelity of implementation and use of curriculum materials
• Analyze BRC data to determine BRC effectiveness and use that information to support ongoing implementation and improvements to BRCs.
• Work with classroom teachers to ensure a strong Tier I behavior management system is in place prior to placing a student in the BRC intervention
• Support teachers in improving Tier I behavior systems if Tier I is not strong
• Other duties as assigned

 

EDUCATION and/or EXPERIENCE: 

• Hold or qualify for an Oregon teaching license through Teacher Standards and Practices Commission.
• Five+ years of successful classroom teaching experience. 
• A comprehensive understanding of systems, protocols, and implementation framework
• Experience training staff in both one-on-one, small-group, and large-group formats.

 

 

OTHER QUALIFICATIONS: Knowledge of assessment and its use in creating action plans for individual and group improvement. Personal relations skills including ability to work with large and small groups of professional staff. Ability to facilitate adult learning communities. 

 

LANGUAGE SKILLS: Ability to read and interpret documents such as educational research, professional publications, and curriculum guides. Ability to write routine reports and correspondence, as well as create materials for presentations, such as charts and graphs. Ability to speak effectively before administrators, staff, parents, and students. Ability to facilitate group processes with teachers and administrators. The ability to create and deliver written reports to both large and small groups. 

 

DATA ANALYSIS SKILLS: Ability to calculate figures and amounts such as mean, median, mode, standard deviation and percentages. Ability to read and apply statistical data and interpret scores for application in the design and implementation of reading improvement programs. Ability to apply concepts of basic algebra and geometry. 

 

REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. 

 

OTHER SKILLS AND ABILITIES: Ability to design projects and to work independently. Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with administrators and staff. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies. 

 

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit; occasionally walk and stand; travel from building to other sites. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in both quiet and loud environments. The employee must be able to work with a computer screen to review and assess data. The employee must have dexterity of the hands and good visual acuity that will allow the employee to work with a computer screen for several hours at a time on a regular basis. 

 

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works indoors. The employee must be able to meet deadlines with severe time constraints. The employee frequently will work irregular or extended work hours while performing the duties of this job. The noise level in the work environment is similar to that found in most schools and classrooms. The noise level may vary from very quiet to very noisy and chaotic. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. 

 

SUPERVISORY RESPONSIBILITIES: None 

 

REPORTS TO: Director of School Improvement