POSITION SUMMARY:

*Social Emotional Teacher*

This position serves students with ongoing significant social/emotional skill deficits and mental health needs that impede their ability to benefit from general education settings. Behavioral characteristics of these students may include: non-compliance; poor peer interactions; difficulty in following school routines and/or expectations; poor problem-solving skills; excessive fears/phobias; poor social skills; and sometimes verbal and/or physical aggressiveness.

Teacher provides a developmentally appropriate classroom environment for children with a wide range of abilities. Using a Collaborative Problem-Solving approach, incumbent provides specially designed instruction in social skills, school success strategies, conflict resolution, coping skills, and academics at the students instructional level. Such instruction occurs in the classroom setting with consultation and communication to families. Classroom environments feature clear expectations, community building, relationship building with adults and peers, positive support strategies, and encouragement. Related services are provided consistent with each student's IEP. Students have opportunities to participate in general education experiences.
 

*Communication Behavior Teacher*

Position serves students who have significant socialization, behavioral, and sometimes developmental needs related to communication and sensory challenges. Academic instruction is provided at students' instructional levels. Students have access to supplemental curriculum in social skills, behavioral training, and cooperative play and communication skills. Students learn strategies to address their communication, behavior, and sensory needs. Related services and assistive technology are integrated throughout the school day consistent with each student's IEP. Students have the opportunity to participate in general education experiences.

Teacher in this classroom will provide students on IEPs with characteristics of Autism Spectrum Disorder with teaching skills in the following areas: academics, functional daily routines, behavior/self management, social interaction and communication. Assessment and instruction to students in the subject area or grade level by teaching skills, content, and critical thinking. All instruction is tied to district and state performance standards. Assessment is continually used to adjust, inform, and differentiate instruction to meet the needs of a wide range of students who have diverse modes of learning, and are served by Individual Education Plans.
 

*Learning Center Teacher*

This teacher provides curriculum, assessment and instruction to students in the subject area or grade level by teaching skills, content, and critical thinking. All instruction is tied to district and state performance standards. Assessment is continually used to adjust, inform, and differentiate instruction to meet the needs of a wide range of students including students who are English Language Learners, Talented and Gifted students, have diverse modes of learning, and are served by Individual Education Plans. All teachers have a desire to involve parents as partners in education and have strong collaboration and communication skills with parents and colleagues. All teachers are responsible for student supervision, guidance, development, and safety. All teachers follow Portland Public School policies, rules, and regulations.
 

*Intensive Skills Center Teacher*

Intensive Skills classrooms support students with learning needs due to cognitive deficits that impact their participation in the general curriculum. These programs provides specially designed instruction, as appropriate, in the areas of functional and basic academic skills, social skills, communication skills, and for some students, basic life routines.

Teacher provides individualized instruction in the areas of cognitive, communication, social and motor skills. Instruction occurs in self-contained setting with nurse and therapist goals and activities.

*Speech Language Pathalogist*

The Speech & Language Pathologist provides speech and language intervention services on a direct, consultative, or integrated basis to students identified as eligible through an Individualized Education Plan. Participate on multidisciplinary assessment teams to identify, diagnose, and provide intervention for eligible students who exhibit communication disorders.

The Speech & Language Pathologist works with students who cannot make speech sounds, or cannot make them clearly; those with speech rhythm and fluency problems, such as stuttering, voice quality problems, inappropriate pitch or harsh voice; and those with problems understanding and producing language. They also work with students who have oral motor problems causing eating and swallowing difficulties and those with cognitive communication impairments, such as attention, memory, and problem solving disorders.

*School Psychologist*

The School Psychologist provides counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems; increases achievement by assessing barriers to learning and determining the best instructional strategies to improve learning; promotes wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism and enhances understanding and acceptance of diverse cultures and backgrounds. The School Psychologist partners with students, parents and schools to deliver a planned and coordinated program of psychological services through assessment and interpretation, direct intervention, consultation and training, while continuously seeking to expand their scope of competencies in order to promote the cognitive, social, and personal development of all students.

EDUCATION AND TRAINING:

Incumbents must be properly licensed by the Teacher Standards and Practices Commission for assignment as a Professional Educator - Teacher. For positions identified within core academic areas, incumbents must be designated as highly qualified by the Teacher Standards and Practices Commission (TSPC) to teach the designated core subjects. Core academic areas include Language Arts (English), Reading, Mathematics, Sciences, Foreign Language (except Chinese-Mandarin), Social Studies and Art.

MINIMUM QUALIFICATIONS:

• Oregon TSPC License with Handicapped Learner or Special Education: Generalist endorsement.
• Background/experience with students with severe developmental delays.
• Current pediatric CPR credential or willing to receive training as soon as possible.

PREFERRED QUALIFICATIONS:

• Training and/or experience in a similar classroom setting.
• Bilingual/Bi-Cultural Chinese, Russian, Somali, Spanish, and Vietnamese applicants are highly desirable.

ENDORESEMENT REQUIREMENT: Special Education - Generalist

*Additional education, minimum requirements and endorsements may be needed dependent on specific position. Please visit our careers page for more information. 

Portland Public Schools (PPS) is seeking talented people from diverse backgrounds and experiences to lead change and inspire PPS students. At PPS, every employee, despite having different roles, is an educator. We hope to attract talented educators who model the core PPS  Educator Essentials. With the District’s focus on eliminating systemic racism and its adverse impact on student learning, we seek to hire individuals who bring to our district a deep commitment to racial equity and social justice.

The District is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on perceived or actual race; national or ethnic origin; color; sex; religion; age; sexual orientation; gender expression or identity; pregnancy; marital status; veteran’s status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service.