Multnomah Education Service District jobs

Secondary Literacy Specialist Department: Instructional Services Program: School Improvement Reports to: Chief Academic Officer Classification/Range: Licensed Schedule: 210 days per year, 8 hours per day Open unitl Filled POSITION PURPOSE: This position supports MESD's component districts and internal programs through professional learning, consultation, technical assistance, and resource curation in the area of secondary (grades 6-12) literacy instruction, curriculum, and assessment. This role requires collaboration across internal teams as well as with component district staff to assess needs, deliver support, and ensure alignment with Oregon Department of Education literacy requirements. This position integrates literacy content and resources with related frameworks, such as MTSS, universal design for learning, instructional technology, media literacy, and social-emotional learning standards. Regular and reliable attendance is essential to fulfill this role's duties and responsibilities successfully. NATURE & SCOPE: This position is subject to board policies, administrative rules and procedures, department regulations, and applicable state and federal statutes. This position carries no administrative authority or responsibility. ESSENTIAL JOB FUNCTIONS: * Assist the Chief Academic Officer (CAO) in assessing the needs of local districts and developing local plans aligned with long-range goals and state requirements * Serve as a resource to school district staff for research-based best practices on implementing high-quality instructional materials for 6-12 literacy. * Deliver professional learning for school and district staff to build educators' capacity in literacy instruction, curriculum, and assessment best practices. * Facilitate and implement projects in curriculum, instruction, and assessment areas related to school improvement needs. * Establish and maintain collaborative relationships with community colleges, universities, educational agencies, the Oregon Department of Education (ODE), and the Oregon Association of Education Service Districts (OAESD) to provide appropriate training and technical assistance for educators. * Facilitate strategies and structures for resource sharing and technical assistance. * Support school districts and educators with the effective implementation of state literacy initiatives, such as the Adolescent Literacy Framework, Seal of Biliteracy, and Access to Linguistic Inclusion. * Support school districts and educators in implementing effective supports for multilingual learners across content areas, including Dual Language Immersion Programs. * Conduct research, locate resources, and provide written information relating to literacy as needed. * Organize, plan, and meet deadlines while coordinating multiple assigned projects. * Assist with locating, writing, facilitating, and implementing grants and/or related reports for MESD or local districts in consortium efforts. * Conduct research and prepare written reports on school reform initiatives, while organizing and managing multiple projects to meet deadlines. * Collect, analyze, and interpret data to align supports and services with identified needs, including district assessment data and improvement plans. * Demonstrate expertise in balanced assessment systems and apply this knowledge to understand formative and summative assessments used by component districts to inform ODE's Integrated Guidance Plans. * Serve as a resource to school districts in building and refining multi-tiered systems of support (MTSS) to improve students' literacy skills. * Promote best practices, resources, and professional learning that ensure equitable access to high-quality literacy instruction for all students, with a focus on closing achievement gaps and supporting underrepresented and marginalized groups. OTHER JOB FUNCTIONS: * To attend department and advisory meetings as required. * Communicate clearly and effectively with local districts or agencies regarding school improvement activities, both in writing and verbally. * Foster a positive and productive work environment through collaboration and teamwork. * To perform other duties as assigned. ESSENTIAL QUALITIES: Equity: Lead and support regional equity initiatives Vision: Lead with vision, follow-through, and student focus. Trust: Develop trust among coworkers and students through honesty and fairness. Communication: Communicate in an inclusive, effective, and collaborative manner. Personal Qualities: Be respectful, excel in customer service, caring, humble, and courageous. Attendance: Daily and consistent attendance and punctuality are paramount as this provides consistency and alignment with students, peers, and programming outcomes. Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services. MINIMUM QUALIFICATIONS, SKILLS, ABILITIES: * Daily and consistent attendance and punctuality. * Collaborative and self-reflective approach rooted in continuous improvement. * Knowledge and experience in applying state literacy standards and frameworks effectively. * Knowledge and experience in supporting literacy for multilingual learners by developing and utilizing systems, resources, and high-quality instructional practices, curriculum, and assessments. * Knowledge and experience in implementing culturally responsive practices within a comprehensive literacy program. * Ability to align instruction, curriculum, assessment, and professional learning with the principles of science of reading * Possesses strong interpersonal skills for building collaborative relationships with district personnel, other agencies, and stakeholders. * Excellent written and verbal communication skills, ensuring clear, effective interactions * Adaptable and flexible with the ability to work comfortably on committees and special projects, and manage shifting responsibilities. * Understanding of and experience implementing best practices in adult learning theory. * Possesses specialized knowledge of improving literacy skills in secondary students through science of reading-based instruction, curriculum, and assessment, as well as the ability to apply that knowledge to school and district improvement efforts. * Have experience with curriculum and instructional materials adoption and implementation, ensuring alignment with research-based best practices. * Demonstrated experience applying an equity lens to literacy instruction, curriculum, and assessment decisions, with a focus on creating inclusive and culturally responsive learning environments that support all learners. DESIRED QUALIFICATIONS, SKILLS, ABILITIES: * Bilingual or multilingual in Spanish, Vietnamese, Chinese, Russian, Somali EDUCATION & EXPERIENCE: * Valid teaching license and Master's degree in education or related field * Reading Intervention Endorsement * 3 years of 6-12 literacy teaching experience, including supporting early literacy skills for older striving readers, and/or * 3 years of coaching or leadership experience Minimum Master's Degree with training in education with emphasis in the appropriate fields of curriculum, instruction, and assessment, and a valid Oregon Teaching License. Experience teaching in a public school setting; experience facilitating professional learning in the areas of literacy curriculum, instruction, and assessment. WORKING CONDITIONS: Work is performed in a typical office environment, subject to moderate noise. Work may be performed hybrid environment with the supervisor's approval. PHYSICAL DEMANDS: The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Mobility: Ability to sit, stand, walk, and move around for extended periods of time. * Lifting: Ability to lift and carry up to 25 pounds. * Vision: Visual acuity to read and interpret written and electronic information. * Dexterity: Ability to use hands and fingers to handle, feel, and operate objects, tools, or controls. * Hearing/speaking: Ability to communicate and exchange accurate information so others will understand. * Emotional/Psychological: Ability to maintain composure and professionalism in challenging situations, remain empathetic and understanding towards individuals with diverse backgrounds and needs, handle stress and pressure effectively, and adapt to change in the workplace. BENEFITS: * The district pays full medical, dental, and vision premiums for eligible employees and dependents * Two medical insurance plan options: * Group Health Reimbursement Arrangement (HRA) or Opt-Out option * MESD pays employees' 6% Public Employees Retirement System (PERS) contribution * Paid holidays, sick leave, and personal time off * Tuition Reimbursement and Professional Development This position is subject to board policies, administrative rules and procedures, department regulations and applicable state and federal statutes. This position does not carry administrative authority. All commitments outside of authorized programs and services are subject to prior approval by the supervisor of this position. NOTE: The description contained herein reflects general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload. EQUAL OPPORTUNITY EMPLOYER MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities, or employment. Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact the Human Resources Director for additional information or assistance. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at **************.

Classified/Educational Assistant- Childcare Assistant (High-Needs School) Application Deadline: In-District Bargaining Unit Members October 28, 2025. If the position is not filled with a bargaining unit member, outside applicants will be considered thereafter until filled. Projected Start Date: Approximately November 15, 2025. Exact date to be determined by the district. This is a temporary position for the 25/26 School Year only 8 hours/day, 191 days/year Salary Range 10 $22.29 to $30.54/hour Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a . We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities. POSITION SUMMARY: The Educational Assistant - Childcare Specialist works cooperatively with supervisor, licensed staff, colleagues, and parents to implement a high-quality program of early learning activities for children in a formal setting.. Because of the collaborative nature of this position, maturity and an ability to relate well with both children and adults is important. Applicants must also have experience with working in a diverse childcare setting, knowledge of trauma-informed care, and working with students with disabilities. Applicants will have strong collaboration skills and ability to be flexible and a team-player. The positions are located within the Childhood Development Center at Gresham-High School. MINIMUM QUALIFICATIONS Education, Training, Experience, Licensure and Certification Experience Required: Prior job-related experience, paid or volunteer, with children ages birth to 5 years in a formal setting. Education Required: High School diploma or equivalent. Education preferred: A Child Development Associate's Degree (CDA), Early Childhood Education AA degree, or completion of continuing education courses. Two years of post-secondary education (72 college quarter hours or more), an Associate's or higher degree, or an Instructional Assistant Certification from an Oregon community college. Equivalent job experience in formal child care settings will also be considered Licenses, Certifications, Bonding, and/or Testing Required: Criminal Justice Fingerprint Clearance, Child Care Division Criminal Background Check, Food Handler's Card, and First Aid and CPR Cards. Knowledge of: Principles of child development Instructional practices Skill in: Operation of basic computer applications, (e.g. email, word processing, etc.) Communicating effectively in English, both verbally and in writing (e.g. correct spelling, grammar and punctuation) Read/interpret/apply rules, regulations, and policies Understanding and carrying out verbal and written instructions Rapidly learn methods and materials used in a variety of instructional situations Functioning as a self-starter, who works well independently or in a team Planning, prioritizing and completing assignments with minimum supervision Handling multiple projects, and tasks to meet deadlines Interacting with persons of different age groups and cultural and linguistic backgrounds to sustain physical activity including reaching/handling, talking/hearing conversations, near/far visual acuity. Sit, stand, and move with children throughout the day Understand and carry out oral and written instructions, Maintain confidentiality of student records, Meet scheduled and deadlines, Read/interpret/apply rules, regulations, policies, Learn and apply methods and materials used in a variety of instructional situations. ESSENTIAL JOB FUNCTIONS Monitors individual students, classroom and/or playground activities for the purpose of providing a safe and positive and culturally inclusive learning environment for infant, toddler and preschool aged children as well as high school aged students Performs recordkeeping and basic clerical functions, scheduling, copying, etc. for the purpose of supporting the teacher in maintaining student files and providing classroom materials Assists in the planning and implementation of a developmentally appropriate curriculum and environment under the direction of licensed staff (Program Coordinator) by leading small group activities, observing using specific tools and supervising children in a positive manner and assisting in maintaining the daily routine including instruction, assessments and social and emotional development Confers with teachers, parents and/or appropriate community agency personnel for the purpose of assisting in evaluation of students' progress and/or implementing of students' objectives, including home visits and parent conferences Assists in preparing the environment by setting up learning centers, preparing bulletin boards, meal service and meal reports, etc. Assists in preparing needed materials and supplies Supervises small groups of children as well as high school aged students and teen parents Acts as a positive role model to all students and parents involving parenting skills and assisting with problem solving Works with parenting teens in a supportive and inclusive manner while their child is at the center Assisting to ensure parenting teens have access to their own developmentally appropriate resources and services Engages with children using developmentally appropriate and culturally responsive approaches Supervises small groups of children, some of whom may be children of high school aged students. Supervises high school aged students, some of whom are parenting. Assists in preparing the environment by setting up learning centers, preparing bulletin boards, meal service and meal reports, etc. Assists in preparing needed materials and supplies, with consideration of multiple languages and cultures. Being a positive role model to all students and parents involving parenting skills as well as assisting with problem solving Maintains a professional and collaborative attitude at all times Treats all children with dignity and respect with developmentally appropriate guidance techniques Attends all staff meetings and recommended training programs Assists in the development and implementation of an educational plan for each child Perform tasks associated with toileting, including diapering and toilet training when appropriate as well as any personal care needs of children being served including physical movement and/or lifting of students Recognize an escalating/emergency situation, call for help, and defuse/assist with the situation until help arrives Evaluates situations to take appropriate action and/or direct the situation to the appropriate personnel for resolution OTHER JOB FUNCTIONS: Assists with taking daily attendance and monitoring records Makes sure meals are served, prepared and cleaned in a sanitary manner Helps with general housekeeping tasks and keeps storage areas neat and orderly Performs other tasks as assigned within scope of job description and range Carry out tasks according to Gresham High School Child Development Center and Early Head Start procedures and routines PHYSICAL REQUIREMENTS: Ability to: sit, stand or walk for prolonged periods of time talk and hear conversations in a potentially noisy environment use precise control of fingers and hand movement, often in a repetitive motion such as keyboarding reach for and handle objects use close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus lift and carry young children Regularly Focus on a computer screen Bending, stooping, kneeling and lifting and/or moving up to 40 pounds may also be required on occasion. WORKPLACE EXPECTATIONS Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed. Maintaining appropriate confidentiality regarding information relating to staff, students and parents Dress in a professional and appropriate manner for the assignment and the work setting Exercising prudent judgment Work independently in the performance of routine duties Follow all District policies and work procedures Utilize the District's electronic systems and applications related to the position Participate in required meetings and trainings related to the position Maintain required licenses/certifications and successfully complete required trainings for the position Demonstrate professionalism when working and communicating verbally and nonverbally with students, parents, and school personnel from diverse cultures and/or backgrounds If employee is bilingual, interpretation, translating documents, and/or communicating orally in the second language may be requested Cultivate and model a respectful working and learning environment

Administrative/Child Development Center Leader Date Available: 12/01/2025 Child Development Center Coordinator Gresham High School, Child Development Center 70 days, Temporary Contract for 2025-2026 School Year Only 1.00 FTE Application Deadline: Open Until Filled. Apply through gbsdjobs.com Qualifications: State of Oregon Teaching License with Elementary Multiple Subjects PK-12 endorsement, and current First Aid Card. Compensation: Salary and stipends will be prorated based on FTE and start/end dates of the position. 2025-2026 Annual Salary Range $50,334 - $104,601 (192/193 Day Contract). Initial placement on the salary schedule is based on education and contracted licensed experience. As a licensed employee, you are eligible to receive a specialty stipend of $2,000 if certified Multilingual in Spanish, Arabic, Ukrainian, or Russian. Must pass a standardized proficiency test of language. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities. POSITION SUMMARY: Supervises all staff, volunteers and students in the Child Development Center as well as oversees the daily operation and maintenance of the Center. MINIMUM QUALIFICATIONS Education, Training, Experience, Licensure and Certification License and evidence of insurability Criminal Justice Fingerprint Clearance Bachelor's degree (B.A.) in Early Childhood/Child Development or Elementary Education or Child Development Associate (CDA) One year experience in business management and supervision Certificates as determined by the District/Oregon Child Care Division PREFERRED QUALIFICATIONS Preferred two years' experience in a certified day care center or equivalent combination of education and/or experience. SPECIAL KNOWLEDGE/SKILLS: General knowledge of computer usage and ability to use accounts payable and receivable software, e-mail, general ledger software and word processing software. Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio and percent and to draw and interpret bar graphs. Ability to interact appropriately with students, parents, other members of the community, teachers, staff and individuals from other state agencies. MAJOR RESPONSIBILITIES AND DUTIES Coordinates all aspects of the program development, management, supervision, budget, billing for all community families, inventory control, enrollment and facilities. Ensures compliance with codes and standards of all state and local governing agencies (Oregon State Licensing Child Care Division, Children's Services, Fire and Health departments, Job Council, and Gresham Barlow School District). Oversee the care, safety and well-being of all children, students and staff in the CDC. Ensures the center is safe and/or free of health hazards. Manage the CDC expenses and purchase/order center supplies as needed. Works with Teen Parents, helping them with parenting skills and various issues including referring them to the Teen Parent Liaison. Assist the Teen Parent Liaison with necessary duties as needed. Ensure the Center remains within compliance with all student/teacher ratios. Coordinates the smooth flow of the program and its adherence to the stated philosophy. Enrolls children in the program and communicates effectively with parents. Maintains documents as required, daily/weekly children's nap, meals, attendance, diaper and bottle usage as required by the Child Care Division, USDA and Gresham Barlow School District. Organize immunizations for all children enrolled in the CDC and complete annual reports for the Multnomah County Health Department. Input all records for Teen Parent children within Synergy. Comply with all USDA requirements and maintain all necessary paperwork and annual training. Evaluates children in the CDC, identify, support and teach developmentally appropriate behavior and report children's behaviors and or social difficulties and refer to proper staff member or agency for assistance. Coordinator services for children who qualify with Mt. Hood CC Early Head Start program. Ensure all suspicions of child abuse or neglect are reported to Department of Human Resources. Provides First Aid/CPR assistance to students/staff within the scope of the district policy. Ensure and or assist the organization of the center to set up and prepare children's daily activities. Ensure/assist and carry out daily care and play activities for CDC children. Assist Teen Parent Liaison with the attendance records of Teen Parent Children. Keep daily attendance for all Student Assistants using the approved Gresham Barlow School District program (Synergy). Supervise all Student Assistants assigned to the Center. Connects activities with Education Pathways Teacher and students during the lab experience. Facilitates communication among assistants, monitors, teachers, counselors and other staff. Maintains competency in all position responsibilities and provides support to other positions as needed. Complies with all safety and work rules, policies and procedures. Responsible for proper utilization, operation and maintenance of all department resources. Participates in the planning and coordinating both self and staff remain current on the following certifications: Food Handler's card, Pediatric First Aid/CPR, Oregon Registry and the ORO steps requirements including 15+ hours of annual training/CDA (Child Development Associates). Cover breaks, lunches and other transitional times in all the Center rooms as needed Answer telephone & respond to email correspondence. Arranges and facilitates staff meetings, staff training and encourages continued education of staff. Participate in assigned district trainings Oversees, directs, evaluates and assigns work of CDC staff & volunteers. Ensures the center is appropriately staffed. All employees of the Gresham Barlow School District have responsibility for supervising students and assisting in maintaining a safe environment. PHYSICAL REQUIREMENTS: Ability to: Sit, stand or walk for prolonged periods of time Talk and hear conversations Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding Reach for and handle objects Use close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus Regularly focus on a computer screen Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion WORKPLACE EXPECTATIONS: Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations Dress in a professional and appropriate manner for the assignment and the work setting Exercising prudent judgment Work independently in the performance of routine duties Follow all District policies and work procedures Utilize the District's electronics systems and applications only for purposes related to the position Participate in required meetings and trainings related to the position Cultivate and model a respectful working and learning environment

Classified/Student Engagement Liaison Application Deadline: In-District Bargaining Unit Members September 30, 2025. If the position is not filled with a bargaining unit member, outside applicants will be considered thereafter until filled. Projected Start Date: Approximately January 5, 2026. Exact date to be determined by the district. This is a DLI position and requires applicants to be bilingual in Spanish. 8 hours/day, 190 days/year Salary Range 16(To be paid at range 17 once bilingual proficiency is verified) $26.61 to $36.46/hour (Range 10: $27.41-$37.56) Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities. STUDENT ENGAGEMENT LIAISON POSITION SUMMARY The position of Student Engagement Liaison is for the purpose of supporting positive school climate and culture to better engage students in their education. When students are struggling to engage as evidenced by poor attendance the Student Engagement Liaison will work to support targeted groups and individual students in developing positive school engagement practices. MINIMUM QUALIFICATIONS Education, Training, Experience, Licensure and Certification Minimum education requirement: High School Diploma Comparable work experience preferred Bilingual and/or experiences in working with diverse cultures preferred Prior job related experience in a school setting Knowledge/understanding of culturally appropriate intervention strategies Ability to establish and maintain effective working relationships with students, parents, staff and outside agencies Valid driver's license and current insurance Licenses, Certifications, Bonding, and/or Testing Required: Criminal Justice Fingerprint Clearance and Current First Aid/CPR Card Knowledge of and Skill in: Communicating effectively in English, both verbally and in writing (e.g. correct spelling, grammar and punctuation) Operating standard office equipment as well as computer programs and applications (e.g. email, system applications, word processing, database, spreadsheet, desktop publishing etc.) ESSENTIAL JOB FUNCTIONS Gather and review attendance data and identify patterns of chronic absenteeism Work with school leadership team including counseling staff and administrators to support a positive school climate and culture Participate on School-wide, Targeted, and Individual Multi-Tiered Systems of Support teams Collaborate with students, parents and staff to develop understand the root causes of the chronic absenteeism and work to address the underlying issues Apply a culturally responsive lens to developing appropriate interventions and support plans for students Provide families with information related to the needs of their child and acts as a resource to parent/guardians by providing family support activities and communicating the importance of school attendance and positive behavior Connect students and families with personal services to meet student needs in order to improve attendance Act as a resource to teachers, counselors, administrators and support staff regarding attendance policies and laws, record keeping and individual attendance plans Maintain necessary records ensuring confidentiality of students and their families Make home visits to monitor students who are frequently absent and work with families to get students back to school PHYSICAL REQUIREMENTS: Ability to: Sit, stand or walk for prolonged periods of time Talk and hear conversations Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding Reach for and handle objects Regularly focus on a computer screen Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion WORKPLACE EXPECTATIONS: Maintaining regular and punctual attendance. In case of an absence, site and/or district protocol for reporting absences is followed Maintain a flexible schedule in order to respond when appropriate Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations Dress in a professional and appropriate manner for the assignment and the work setting Exercise prudent judgment Work independently in the performance of routine duties Perform other tasks as assigned within the scope of the position Follow all District policies and work procedures Utilize the District's electronics systems and applications only for purposes related to the position Participate in required meetings and trainings related to the position Cultivate and model a respectful working and learning environment Applicants with culturally diverse backgrounds are strongly encouraged to apply. *Applications must be submitted to Frontline Recruiting and Hiring by the closing date in order to be considered for the position. All employees hired by the District into a position not requiring licensure must be fingerprinted and have a criminal history check completed. The cost is $71.50 and is the responsibility of the employee. This employment is considered probationary pending return of the criminal records check from the FBI and Oregon State Police through the Oregon Department of Education. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities.

The Mental Health Therapist will work within the Creeks programs to provide individual and group counseling services, crisis support including suicide and threat assessments; de-escalation support; Social Emotion Lesson presentation; and classroom regulation support. Mental Health Therapist will fulfill psych services on the IEP if specified and will also provide services and check-ins to students without specified needs on their individualized education plan. NATURE & SCOPE: This position is subject to board policies, administrative rules and procedures, department regulations and applicable state and federal statutes. This position carries no administrative authority or responsibility. DISTINGUISHING CHARACTERISTICS: The Mental Health Therapist is responsible for supporting the mental health and social emotional needs of the students in their school environment. They are also expected to work with teaching staff and behavior specialist facilitators on how they can better support student mental health in the classrooms. This job is dependent on the provision of a federal school based mental health grant and is contingent on continued funding from this grant. ESSENTIAL QUALITIES & CHARACTERISTICS: * Trust: Develop trust among coworkers through honesty and fairness. * Communication: Communicate in an inclusive and collaborative manner. * Vision: Lead with equity focused vision and follow-through. * Personal Qualities: Be respectful, caring and courageous. * Management Style: Be visible, humble and a team player. * Agency-wide perspective: Be involved in, and supportive of continuous overall improvement of MESD. ESSENTIAL JOB FUNCTIONS: * Full time QMHP will provide direct mental health counseling services; individual and group therapy. * Will lead various staff development training in mental health subjects. * Maintain accurate records and complete all forms, assessments and file management paperwork as directed including BSAT, SIRT and Columbia Suicide Screening documentation. * Maintain family-centered services and support; as appropriate and if requested by individuals and approved by the treatment team. * Will provide SEL to students daily throughout the school in order to facilitate executive function skill acquisition and retention. * Observe and comply with all OAR rules * Comply with HIPAA and FERPA rules * Will support students with Restorative Justice and CPS inspired mediation. * Will attend all required trainings and meetings including becoming certified in Collaborative Problem Solving and Restorative Justice Techniques and traveling for conferences as needed. * Cover clinical responsibilities for colleagues as required * Maintain current credentials and seek opportunities to advance skills. * Establish and maintain positive, professional relationships with partners agencies and districts * Assist in training new staff and provide in-service training as requested. * Provide input during IEP and eligibility meetings for students on IEPs. OTHER JOB FUNCTIONS: * Participate in ongoing professional development. * Adhere to the policies and procedures of the District and alternative setting * Performs other related duties as assigned. MINIMUM QUALIFICATIONS * Masters level Counseling degree (MSW, LPC, MFT) * Experience working with high needs youth. * Experience working with diverse populations including race, gender, disability * Motivated and highly creative * Ability to provide individual, group and family services PREFERRED QUALIFICATIONS * Experience in school settings, specifically special education/work with youth with disabilities * Knowledge of RJ, CPS, and PBIS systems * Equity and strengths based holistic professional lens * Bilingual/Bi-Cultural highly desirable EDUCATION/Licensure/Certification Requirement: * Masters degree in Mental Health * Successfully pass ODE background check * Licensed by professional organization and/or * Licensed by TSPC WORKING CONDITIONS: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in a wide variety of locations, including office and school environments. May work with high stress students or family situations. Involves sitting, walking and attendance at evening and weekend meetings. Requires the use of computers, office equipment and driving one's personal vehicle. PHYSICAL DEMANDS: The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Mobility: Frequent sitting for long periods of time; occasional bending or squatting. * Lifting: Frequently up to 10 pounds; occasional up to 25 pounds. * Vision: Constant use of overall vision; frequent reading and close-up work; occasional color and depth vision. * Dexterity: Frequent use of keyboard; frequent repetitive motion; frequent writing; frequent grasping, holding, and reaching. * Hearing/talking: Frequent hearing and talking, in person and on telephone. * Emotional/Psychological: Frequent decision-making and concentration; frequent public and/or co-worker contact; occasional working alone.

Reports To: Chief Financial Officer or Designee Reports To: Chief Financial Officer or Designee Classification/Range: Classified / Range 15 Work Year: 260 days per year Salary Range: $27.88 - $35.58 per hour The Accountant performs a full range of complex accounting duties in support of MESD's agency-wide financial operations. Responsibilities include accounts payable, accounts receivable, cash receipts, cash management, fixed asset accounting, and general ledger maintenance, ensuring transactions are accurately recorded and compliant with GAAP, GASB, and Oregon Budget Law. This position supports the accuracy, transparency, and integrity of MESD's financial records by maintaining accounting systems, reconciling accounts, and preparing reports for internal and external users. The Accountant provides financial information used by management for decision-making but does not perform confidential budget forecasting, staffing analysis, or labor cost modeling associated with management or bargaining activities. Nature & Scope This position is subject to Board policies, administrative rules and procedures, departmental regulations, and applicable state and federal statutes. The position carries no administrative authority or supervisory responsibility but may serve as a technical resource or mentor for accounting support staff. Distinguishing Characteristics The Accountant performs a wide range of complex accounting duties independently under general supervision. While assigned duties may focus primarily on one functional area-such as payables, receivables, cash management, or general ledger-this position is expected to cross-train and provide support across accounting functions to meet department needs. The work requires judgment, analytical ability, and attention to detail to ensure compliance with applicable standards, laws, and regulations. Essential Job Functions * Prepares monthly and quarterly board financial reports summarizing budget compliance, cash balances, revenues, and expenditures. Analyzes financial data to identify significant variances from prior year or budget expectations and provides factual explanations for review by the Chief Financial Officer or designee. * Prepare journal entries, reconciliations, and adjustments for a variety of accounts and funds. * Review, analyze, and reconcile financial transactions to ensure compliance with GAAP, GASB, and MESD policies. * Maintain and reconcile subsidiary ledgers and general ledger accounts; investigate and correct discrepancies. * Manage accounts payable, accounts receivable, and cash receipts processes in compliance with internal controls and audit standards. * Perform cash management functions, including monitoring cash flow, reconciling bank accounts, preparing deposits, and ensuring funds are accurately recorded and safeguarded. * Support the preparation of agency-level budget documents and financial reports under the direction of Business Services leadership. * Maintain and reconcile fixed asset and inventory records as part of district financial reporting. * Participate in maintaining and updating the chart of accounts and related financial system data within PowerSchool BusinessPLUS ERP. * Prepare and maintain audit schedules, reconciliations, and supporting documentation for annual external audits and interim reviews. * Prepare and distribute monthly, quarterly, and annual financial reports as assigned. * Maintain working knowledge of Oregon school finance laws, ODE reporting requirements, and accounting compliance standards to ensure accurate and lawful financial practices. * Assist in the development of financial policies, procedures, and internal controls to support accurate and transparent financial reporting. * Provide guidance and support to program, school, and departmental staff on accounting procedures, account coding, and financial policy compliance. * Respond to inquiries and provide technical assistance to ensure accurate and timely processing of financial transactions. * Participate in and support process improvement initiatives and financial system upgrades. * Collaborate with the Grant Accounting team to ensure consistency between general and restricted fund accounting practices. * Represent Business Services in a professional, courteous, and responsive manner when interacting with internal and external stakeholders. Collaboration: Collaborates with the Grant Accounting and Business Services Partner teams to ensure alignment between agency-level accounting records, grant financial reporting, and program budgets, while maintaining clear distinctions between transactional accounting, grant compliance, and financial analysis functions. Other Job Functions * Follow and support MESD policies, administrative rules, and procedures. * Work cooperatively and harmoniously with co-workers, supervisors, and customers. * Maintain professional and technical knowledge through ongoing training and professional development. * Attend department and agency meetings as required. * Assist in other functional areas as needed to ensure continuity of service and internal control compliance. * Perform other related duties as assigned. Knowledge, Skills, and Abilities * Knowledge of governmental fund accounting, GAAP, and GASB standards. * Familiarity with Oregon Budget Law and financial reporting requirements for Oregon K-12 districts. * Experience with double-entry accounting, reconciliations, journal entries, cash management, and fixed asset tracking. * Proficiency with PowerSchool BusinessPLUS ERP and Microsoft Excel / Google Suite; ability to produce ad hoc reports and analyze financial data. * Knowledge of internal control procedures and best practices in cash handling, reconciliation, and recordkeeping. * Strong analytical, organizational, and problem-solving skills with high attention to accuracy and detail. * Ability to interpret and apply accounting rules, policies, and regulatory guidance. * Effective written and verbal communication skills, including the ability to explain accounting concepts to non-financial staff. * Demonstrated ability to maintain confidentiality and handle sensitive financial information appropriately. * Ability to work independently, organize workload, and meet deadlines in a fast-paced environment. * Commitment to diversity, equity, and inclusion in financial practices and service delivery. Minimum Education and Experience * Associate's degree in Accounting with equivalent work experience. * Three (3) years of progressively responsible accounting experience, preferably in a governmental or K-12 education environment. * Experience in accounts payable, accounts receivable, cash management, general ledger, or fixed asset accounting preferred. Preferred Education and Experience * CPA or equivalent professional certification is desirable but not required. * Bachelor's degree in Accounting, Finance, Business Administration, or a related field. Physical Requirements * Ability to sit, stand, or use a computer for prolonged periods. * Ability to lift and move up to 25 pounds occasionally. * Manual dexterity for keyboarding and data entry. Position Classification Note This is a classified, represented, non-confidential position focused on agency-wide accounting operations, including accounts payable, accounts receivable, cash management, fixed assets, and general ledger functions. It is distinct from: * The Grant Accountant classification, which performs specialized grant and contract accounting, post-award compliance monitoring, and financial reporting for restricted funds. * The Business Services Partner classification, which performs program-level financial analysis, budget forecasting, and confidential cost modeling in support of management decision-making. The Accountant role does not perform grant management, post-award compliance functions, or confidential fiscal analysis related to bargaining or program staffing. Collaborative Relationships: The Accountant collaborates with the Grant Accounting and Business Services Partner teams to ensure alignment between agency-level accounting records, grant financial reporting, and program budgets, while maintaining clear distinctions between transactional accounting, grant compliance, and financial analysis functions. Equity & Inclusion Statement MESD is committed to building a diverse, equitable, and inclusive workforce. We welcome and encourage applications from individuals with diverse backgrounds, lived experiences, and perspectives. Disclaimer The statements contained herein describe the general nature and level of work performed but are not intended to be an exhaustive list of duties, responsibilities, or qualifications. The District reserves the right to assign or reassign job duties as necessary to meet operational needs.

Athletics/Activities Posting Date: June 9, 2025 Application Deadline: In-District Bargaining Unit Members June 13, 2025, 5 pm. If position is not filled with a bargaining unit member, outside applicants will be considered thereafter until filled. Projected Start Date: Exact date to be determined by the district. High School Coach - Tennis-Boys NAME OF SCHOOL : Sam Barlow High School JOB TITLE: Head Coach - High School Job Summary: The position of "Head Coach - High School" is done for the purpose of using leadership, supervisory and administrative skills for the overall direction, coordination, and coaching of the assigned sport for the development of each student. Essential Job Functions: Be familiar, and comply, with all school, district, league, and OSAA rules Be responsible for coordination of all practices and equitable use of facilities Analyze, demonstrate and explain basic skills, knowledge, and strategies of the sport to the participants, and where appropriate, to the parents Assist in the hiring, supervision, and evaluation of all assistant coaches and volunteers as appropriate and approved for the program In conjunction with the Athletic Director, check and approve all schedules for the program Enforce the program policies, and recommend policy changes to the appropriate administrator Communicates effectively with parents within the program, and with other staff members Motivates assistant coach and volunteer performance and enhances morale In conjunction with the Athletic Director, in-service staff as to medical procedures for injured participants Knows, models and enforces appropriate policies, rules, and regulations concerning sportsmanship Maintains a commitment to ongoing growth of self and others Cooperates with administration and other staff in maintaining eligibility rosters When appropriate, works with others for the promotion of fund-raising and grant applications for the program Maintains equipment and supplies inventory and holds staff and students responsible for those supplies and equipment In conjunction with the Athletic Director, orders additional or replacement equipment, as appropriate and approved Manages the ASB and district budgets for the sport Supervises and manages site operation to assure safety and efficiency Maintains appropriate and accurate staff and student records Establishes and maintains standards of student behavior needed to provide an orderly, productive environment Coordinates a variety of campus events As needed, acts as a contributing member of district wide committees Prompt and regular attendance Other Job Functions: Cooperates in the arrangement of school-level public relations and publicity for special events and achievements as appropriate Establish, coordinate and maintain communication with community and parent groups Demonstrates positive attitude toward job and remains a flexible and innovative team builder Essential Job Requirements - Qualifications: Experience Required: Prior job related experience in appropriate sport/activity and/or coaching Skills, Knowledge and/or Abilities Required: Skills to work with coaches and students. Knowledge of district policies and procedures regarding co-curricular activities. Abilities to follow oral and written instructions, work independently with minimal supervision, perform a variety of tasks, adjust to flexible assignments (some night work), and communicate with students, staff and parents. Education Required: High School diploma or equivalent Licenses, Certifications, Bonding, and/or Testing Required: Valid Driver's License and evidence of insurability, Criminal Justice Fingerprinting Clearance, Current First Aid Card, and Bloodborne Pathogen Training. ASEP (American Sport Education Program) Certification. Applicants with culturally diverse backgrounds are strongly encouraged to apply. *Applications must be submitted to Frontline Recruiting and Hiring by the closing date in order to be considered for the position. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER

Position: School Psychologist in Corbett School District Program: Special Education Department: Student Services for Multnomah Education Service District Reports to: Program Administrator Classification/Range: Licensed, Represented Schedule: 200 days per year, 8 hours per day POSITION PURPOSE: This position is responsible for evaluation of referred students for special education, participate in the evaluation planning activities, participate in team decision-making processes and provide psychological services, counseling services, and educational services in academic and social/behavioral counseling. Assists students in dealing with special needs as well as the development of personal/social behaviors. ESSENTIAL JOB FUNCTIONS: * Conduct individual standardized, curriculum-referenced or norm-referenced tests to evaluate intellectual, academic, behavioral, adaptive and/or social/emotional behaviors. * Utilize a variety of assessment tools (cognitive, social-emotional, behavioral, adaptive, etc.) for comprehensive psychoeducational evaluations. * Observe referred students in school or community environments. * Conduct referral and follow-up activities. * Participate in educational planning, eligibility and/or determination of placement meetings. * Participate in the development of Individual Education Programs, as needed or requested. * Conduct functional behavioral assessments, and participate in manifestation determination meetings and behavioral intervention development as needed or requested. * Communicate and confer with Multnomah Education Service District/Local Education Agency/agency personnel, parents and students. * Confer and consult with staff and the student to determine the student's current level of performance or developmental history. * Keep records, write letters, answer correspondence and write reports. * Participate in staff development activities and/or other meetings. * Professional development may include MTSS, Sped Law/Sped Systems, Trauma informed care, behavior interventions, behavior response/de-escalation skills, and Neurodivergence training. * Review, evaluate and recommend assessment instruments. * Travel to schools or other educational-based sites as needed. * Maintain and submit records to Supervisor on Program operations as requested. * Perform other related duties delegated by the Director of Special Education at Corbett SD/Senior Program Administrator of Special Education at MESD * Adhere to policies of the District and procedures of the Department. * Counsel families/caregivers of enrolled students in areas that are impacting the student's academic and social-emotional performance. * Serve as a resource person to staff, parents and local school districts.Consult with teachers and staff in developing and evaluating behavior intervention. * Participate as an IEP team member in the development of Individual Education Plan goals and objectives in the areas of social skills and self-management skills or counseling as requested. * Attend or convene meetings with parents, staff and/or community agency representatives, as requested or stated in the program guidelines. * Attend MTSS meetings * Attend SAT, parent meetings, consent meetings, pre-eligibility/eligibility meetings, and threat assessments. * Attend and participate in staff meetings and staff development activities. * Consult/confer with social service agencies working with enrolled or referred students. * Complete Program, Department, Agency and State reports and forms in a timely manner. * Follow policies of the District and procedures of the Education Services Department. * Confer with school district and agency personnel regarding procedures for identification and follow up of students. * Ensure the Principal is informed of students who need to be referred for educational, physical, psychiatric, or psychological evaluation. * Co-lead or support the district's MTSS framework development and implementation across academic, behavioral, and social-emotional domains. * Analyze school-wide and individual student data to identify trends, evaluate intervention effectiveness, and inform resource allocation. * Provide expert consultation on universal screeners, progress monitoring tools, and data interpretation for Tier 1, 2, and 3 interventions. * Assist in the development of data-driven decision-making protocols for intervention selection and student movement within the MTSS framework. * Support staff in using data to differentiate instruction and personalize learning. * Contribute to the development and implementation of school-wide prevention programs (e.g., bullying prevention, suicide awareness, positive behavioral interventions and supports - PBIS). * Promote a positive school climate and culture that supports student well-being and academic success. * Utilize data to inform decision-making at the individual, group, and school-wide levels. * Participate in program evaluation to assess the effectiveness of interventions and services. * Stay current with research and best practices in school psychology, special education, and mental health. OTHER JOB FUNCTIONS: * Conduct parent conferences. * Act as a resource person. * Perform other related duties as assigned by the Principal. * Be trained in Crisis intervention procedures and willing to be a trainer for school staff in the implementation of those procedures. ESSENTIAL QUALITIES: * Equity: Lead and support regional equity initiatives * Vision: Lead with vision, follow-through and student focus. * Trust: Develop trust among coworkers and students through honesty and fairness. * Communication: Communicate in an inclusive, effective and collaborative manner. * Personal Qualities: Be respectful, excel in customer service, caring, humble and courageous. * Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services. * Attendance: Daily and consistent attendance and punctuality are paramount as this provides consistency and alignment with students, peers and programming outcomes. MINIMUM QUALIFICATIONS, SKILLS, ABILITIES: * Valid driver's license and vehicle available for on-the-job use. * Effective communication with parents, students, and within team decision-making activities. * Emotional and physical stamina to perform duties as required by the designated task, except for temporary disability. * Ability to facilitate meetings. * Communication skills which establish positive relationships with students, school personnel, parents and other agency personnel. * Ability to effectively conduct large group, small group and individual counseling sessions. * Knowledge of child and adolescent development. * Knowledge of community resources to assist youth and families. EDUCATION & EXPERIENCE: * Masters Degree and licensed in school psychology. * Valid Oregon Personnel Services License with School Psychologist Endorsement * Experience in team decision-making * Experience within school settings. * Prior successful experience working in a high school or alternative high school setting, social services/counseling position or with adolescent students strongly preferred. PHYSICAL DEMANDS: The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work is performed primarily indoors with some requirements for outdoor supervision and activities. The individual is required to frequently stand, walk, and sit (up to 4 hours per day). The individual is also required to stoop, kneel and crouch. There is occasionally reaching and lifting and carrying of up to 20 pounds. BENEFITS: * District pays full medical, dental and vision premiums for eligible employees and dependents * Two medical insurance plan options * Group Health Reimbursement Arrangement (HRA) * MESD pays employee's 6% Public Employees Retirement System (PERS) contribution * Paid holidays, vacation, sick leave and personal time off * Tuition Reimbursement and Professional Development This position is subject to board policies, administrative rules and procedures, department regulations and applicable state and federal statutes. This position does not carry administrative authority. All commitments outside of authorized programs and services are subject to prior approval by the supervisor of this position. NOTE: The description contained herein reflects general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload. EQUAL OPPORTUNITY EMPLOYER MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities, or employment.

Certified/Licensed Student Support Specialists/Speech Language Pathologist Date Available: 08/19/2025 Speech Language Pathologist Student Support Services Office 195 Contract days, Permanent Contract beginning the 2025-2026 School Year 1.0 FTE Application Deadline: Open Until Filled. Apply through gbsdjobs.com Qualifications: Speech Language Pathology license issued by the Oregon Board of Examiners for Speech Language Pathology and Audiology OR State of Oregon Teaching License with Communications Disorders K-12 endorsement, and current First Aid Card. Compensation: Salary and Stipends are prorated based on FTE and start/end dates of the position. 2025-2026 Annual Salary Range $51,120 - $106,235 (195/196 Day Contract). Initial placement on the salary schedule is based on education and contracted licensed experience. This position is eligible to receive a specialty stipend of $2,907 for the 2025-2026 School Year. As a licensed employee, you are eligible to receive a specialty stipend of $2,000 if certified Multilingual in Spanish, Arabic, Ukrainian, or Russian. Must pass a standardized proficiency test. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities. Job Summary: The job of "Speech Language Pathologist" is done for the purpose/s of assessing student's speech/language development level; providing information for program development and student placement; improving students' performance; and providing information on child development and/or issues on specific students to instructional personnel. Essential Functions: Evaluates/Assesses students' communication skills and development skills (e.g. articulation, language, fluency, voice) for the purpose of determining their speech and language ability and developing recommendations Consults with teachers, parents, other personnel and/or outside professionals for the purpose of providing requested information, developing plans for service and/or making recommendations Facilitates meetings (e.g. IEP conferences, parent meetings, in-services, etc.) for the purpose of developing plans and/or providing information regarding students' functional goals. Prepares/Plans/Instructs students for the purpose of implementing goals for remediation of speech and language deficits Prepares documentation (e.g. evaluations, observations, IEP, progress reports, compliance and procedural safeguards, contacts with parents, teachers and outside professionals, etc.) for the purpose of providing written support, developing recommendations and/or conveying information Presents information on various topics related to professional expertise in speech pathology for the purpose of communicating information and gaining feedback on treatment issues Researches resources and methods (i.e. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining appropriate approach for addressing students' speech and language goals. Screens students for the purpose of determining the need for further individualized assessment Develops/Trains/Maintains assistive technology systems in coordination with the Assistive Technology Specialist or an outside specialist contracted by the district Prompt and regular attendance Other Functions: Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities Supervises/supports personnel including speech pathology assistants under Oregon law and administrative rules Participates in various meetings (e.g. parent conferences, in-service training, site meetings, curricular standards, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements Bills for Medicaid on a regular and timely basis Travels between school sites as work assignments dictate Essential Requirements - Qualifications: Experience required: Prior job related experience Skills, Knowledge and/or Abilities Required: Skills to apply assessment instruments, interpret test data, communicate effectively, Knowledge of assessment instruments and their application, relevant education codes, state and district policies. Abilities to sit for prolonged periods, complete a case study and develop an individual education plan; work independently, be flexible and work under time constraints, work effectively with staff, parents, students and community. Significant physical abilities include lifting/carrying, physical restraining, reaching/handling/fingering, talking/hearing conversations and other sounds, near/far visual acuity/visual accommodation Licenses, Certifications, Bonding, and/or Testing Required: Licensure for Speech Therapy, Criminal Justice Fingerprint Clearance, Valid Driver's License and evident of insurability, First Aid/CPR Applicants with culturally diverse backgrounds are strongly encouraged to apply. *Applications must be submitted to Frontline Recruiting and Hiring by the closing date in order to be considered for the position. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER

AVID Tutor AVID (Advancement Via Individual Determination) is a program designed to close the opportunity gap by preparing all students for college readiness and success in a global society. Tutors play a critical role in helping students develop these skills while they work with small groups of junior high and high school students during AVID elective classes under the supervision of an AVID teacher. Tutoring in the AVID class is not about providing students with answers to questions but rather is about helping students access what they already know as they approach a problem. Tutors serve as guides and facilitators of students' learning through questioning, writing, thinking, and discussing. Candidates will be selected because they have the ability to make a positive contribution to the lives of students. All AVID tutors will receive several hours of paid training prior to their work in the classroom. Hours vary between 1 hour to 6.5 hours per day and days vary depending on location. ESSENTIAL JOB REQUIREMENTS - QUALIFICATIONS Attendance is mandatory at scheduled program trainings Ability to effectively communicate with students and other employees Ability to perceive students' needs and develop positive relationships Ability to follow written and verbal instructions Ability to think quickly and show patience Education, Training, Experience, Licensure and Certification Criminal Justice Fingerprint Clearance Preference for Candidates Who Are: Enrolled in a college or university or have a college degree Bilingual/Bicultural ESSENTIAL JOB FUNCTIONS Takes an active role in developing the academic and personal strengths of AVID students Provide academic support for students in rigorous courses Encourage students to enroll in a four-year college or university after high school Serve as a role model/mentor for AVID students Actively participate in collaborative groups and tutorials Facilitate the tutorial learning process and implement AVID methodologies Adhere to district/site policies and procedures Complete all assigned hours of tutor training Other duties as assigned WORKPLACE EXPECTATIONS: Maintaining appropriate confidentiality regarding information relating to students, staff, and parents Dress in an appropriate manner for the assignment and the work setting Exercise prudent judgment Work independently in the performance of routine duties Utilize the District's electronic systems and applications only as related to the position Participate in required meetings and trainings related to the position *Applications must be submitted to Frontline Recruiting and Hiring by the closing date in order to be considered for the position. All employees hired by the District into a position not requiring licensure must be fingerprinted and have a criminal history check completed. The cost is $71.50 and the District will pay this cost for AVID tutors. This employment is considered probationary pending return of the criminal records check from the FBI and Oregon State Police through the Oregon Department of Education. Gresham-Barlow School District is complying with Governor Brown's Executive Order requiring all employees to show proof of vaccination against COVID-19 no later than October 18, 2021, unless there is an approved medical or religious exception. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities.

Certified/Licensed/Teacher - Middle School PE Date Available: 09/15/2025 Teacher - Middle School, Physical Education Clear Creek Middle School 178 Contract days, Temporary Contract 2025-2026 School Year Only 1.0 FTE Application Deadline: Open Until Filled. Apply through gbsdjobs.com Qualifications: State of Oregon Teaching License with Physical Education PK-12 endorsement, and current First Aid Card. Compensation: Salary and Stipends will be prorated based on FTE and start/end dates of the position. 2025-2026 Annual Salary Range $50,334 - $104,601 (192/193 Day Contract). Initial placement on the salary schedule is based on education and contracted licensed experience. As a licensed employee, you are eligible to receive a specialty stipend of $2,000 if certified Multilingual in Spanish, Arabic, Ukrainian, or Russian. Must pass a standardized proficiency test of language. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities. Job Summary: The job of "Teacher - Middle School" is done for the purpose/s of developing students' academic skills through academic courses of study and implementing District approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of students; providing a safe and optimal learning environment, and providing feedback to students, parents and administration regarding student progress, expectations, goals, etc. Essential Job Functions: Help each pupil develop competence in subject matter skills; motivate each pupil to apply understanding and skills in the solution of problems; develop good relationships with parents and with other staff members Teach courses to secondary pupil utilizing course of study adopted by the Board of Education, and appropriate curriculum publications as guidelines in teaching individual course content Instruct pupils in citizenship, basic communication skills, and other general elements of the course of study common to all teachers, as specified in state law and administrative regulations and procedures of the school district Develop lesson plans and appropriate instructional aids Demonstrate concepts using models, chalkboard, overhead projector, and other standard or teacher-prepared instructional aids Provide opportunities when needed for individualized and small group instruction to adapt the curriculum to the needs of each pupil Design learning activities that relate subject area to the physical world Establish and maintain standards of pupil behavior needed to provide an orderly, productive classroom environment Evaluate each pupil's progress in knowledge and skills, and prepare progress reports. May prepare letters of recommendation for scholarships, college applications, etc. Perform basic attendance accounting and business services as required May plan and coordinate the work of aides, teacher assistants, or other paraprofessionals Communicate with parents to interpret contemporary methods in teaching and with parents and school counselors to discuss the individual pupil's progress Identify pupil needs, and cooperate with other professional staff members in assessing and helping pupils solve health, attitude, and learning problems Supervise pupils in out-of-classroom activities during the assigned working day Maintain professional competence through participation in inservice education activities provided by the District, and/or in self-selected professional growth activities Duties and responsibilities may be added, deleted or changed at any time at the discretion of management Prompt and regular attendance Other Job Functions: Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities Participates in various meetings (e.g. parent conferences, in-service training, site meetings, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements Select and requisition books, instructional aids, and instructional supplies and maintain required inventory records Participate in curriculum and other developmental programs within the school and/or on a District level. May teach under modular or flexible scheduling plans. Share in the sponsorship of student activities, and participates in faculty committees Essential Job Requirements - Qualifications: Experience Required: Prior job related experience Skills, Knowledge and/or Abilities Required: Skills to motivate students, communicate with individuals from varied educational and cultural backgrounds, direct support personnel, evaluate performance Knowledge of age appropriate teaching methods, state curriculum framework, education code, appropriate instructional subjects Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parent, other school personnel, meet schedule and deadlines. Significant physical abilities include lifting/carrying/reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/accommodation/field of vision. Education Required: Bachelor's Degree Licenses, Bonding and/or Testing Required: Teaching Credential for appropriate level of instruction and/or subjects Highly Qualified Status for assignment Criminal Justice fingerprint clearance Cardiopulmonary Resuscitation and First Aid Certificates Applicants with culturally diverse backgrounds are strongly encouraged to apply. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER

Department: Facilities Services Reports to: Facilities Supervisor Classification/Range: Non-Exempt/Classified Range 14 Work Year: 260 days To support the planning and coordination of facilities-related projects across MESD sites. This position assists in ensuring facilities are maintained and developed in accordance with applicable safety, environmental, and construction standards. This position will also monitor and improve environmental elements through inspections of MESD facilities and component districts as assigned. Responsibilities include overseeing project timelines and budgets, coordinating with internal teams and external vendors, and ensuring compliance with local, state, and federal regulations (including EPA, OSHA, and building codes) to meet the agency's facilities and operational goals. SUPERVISION RECEIVED AND EXERCISED: Receives direction from the Facility Services Supervisor, Chief Operating Officer, or Superintendent. Method of performing tasks is usually left to the judgment of the employee with a supervisor giving occasional instructions, advice, and directives. Work is reviewed occasionally while in progress and upon completion by the Facility Services Supervisor. ESSENTIAL JOB FUNCTIONS: * Coordinate facilities projects including new construction, renovations, maintenance upgrades, and environmental remediation in collaboration with MESD and Facilities Services supervisor and staff. * Serve as a liaison between MESD, school districts, contractors, consultants, and regulatory agencies to ensure successful execution of facilities projects. * Support planning and design processes for healthy and safe learning environments, including integrated pest management, indoor air quality, lead/radon abatement, asbestos control, and other environmental health initiatives. * Assist with project scoping, cost estimating, scheduling, and vendor coordination to ensure projects are completed on time and within budget. * Conduct site assessments, monitor facility conditions, and document environmental or infrastructure concerns to support capital improvement planning. * Coordinate and oversee environmental testing protocols including water quality sampling, air quality testing, and hazardous materials evaluation in accordance with regulatory guidelines. * Prepare and submit required documentation, reports, and compliance filings to local, state, and federal agencies (e.g., EPA, OSHA). * Stay current on applicable building codes, environmental health regulations, and safety standards to ensure agency-wide compliance. * Maintain detailed project records, timelines, and communication logs to ensure transparency and accountability. * Perform related duties and responsibilities as assigned, maintaining consistent attendance and punctuality. ESSENTIAL QUALITIES: Equity: Lead and support regional equity initiatives Vision: Lead with vision, follow-through and student focus. Trust: Develop trust among coworkers and students through honesty and fairness. Communication: Communicate in an inclusive, effective and collaborative manner. Personal Qualities: Be respectful, excel in customer service, caring, humble and courageous. Attendance: Daily and consistent attendance and puncuality are paramount as this provides consistency and alignment with students, peers and programming outcomes. Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services. MINIMUM QUALIFICATIONS, SKILLS, ABILITIES: * Knowledge of: * Facilities project planning, coordination, and execution, particularly within K-12 or public sector environments * Environmental health and safety issues affecting school facilities, including indoor air quality, water quality, hazardous materials, and integrated pest management * Testing procedures, compliance standards, and reporting requirements from regulatory agencies such as EPA, DEQ, OSHA, OHA, and ODE * AHERA regulations for asbestos management in educational settings * Building codes, construction terminology, and basic architectural/engineering principles * Modern office practices, project management tools, and computer systems including Microsoft Office and Google Workspace * Ability to: * Coordinate multiple facility improvement projects and environmental testing initiatives from planning through completion * Interpret and apply environmental, health, safety, and construction regulations in an educational context * Prepare clear and accurate reports, technical documentation, and regulatory submissions * Communicate effectively with a range of stakeholders including contractors, school administrators, maintenance staff, and regulatory officials * Perform and coordinate basic environmental sampling and testing procedures (e.g., indoor air quality, lead, asbestos) * Respond promptly to urgent facility and environmental issues and support emergency response efforts as needed * Prioritize tasks and manage time effectively under minimal supervision * Build and maintain cooperative working relationships across departments and districts * Communicate clearly and professionally, both orally and in writing * Maintain a valid driver's license and ability to travel to off-site locations as required MINIMUM EDUCATION & EXPERIENCE REQUIREMENTS: * Associate's degree preferred in a relevant field like construction management, facilities management, or a related discipline * Two years of responsible facility planning and construction experience. * Any combination of education and experience which would provide the applicant with the desired skills, knowledge and ability required to perform the job WORKING CONDITIONS: Work is conducted both indoors and outdoors with considerable fieldwork and frequent local travel. Occasionally must access rooftops, crawl in attic spaces and under buildings. Occasional exposure to noise levels ranging from moderate to very loud. While conducting fieldwork, employee may be exposed to inclement weather conditions or exposure to health and accident hazards. Must respond quickly to correspondence and remain on-call for emergency situations. Moderate level of contact with Agency personnel and even higher level of contact with outside agencies, community, and contractors. PHYSICAL DEMANDS: The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Mobility: Frequent reaching, walking, climbing, bending, twisting. Occasional crouching and crawling. * Lifting: Frequently up to 25 pounds; occasional up to 35 pounds. * Vision: Constant use of overall vision; frequent reading and close-up work; occasional color and depth vision. Vision to read printed materials and computer screen or other monitoring devices. * Dexterity: Frequent use of keyboard; frequent repetitive motion; frequent writing; frequent grasping, holding, and reaching. * Hearing/talking: Frequent hearing and talking, in person and on telephone or radio. * Emotional/Psychological: Frequent decision-making and concentration; frequent public and/or co-worker contact; occasional working alone. This position is subject to board policies, administrative rules and procedures, department regulations and applicable state and federal statutes. This position does not carry administrative authority. All commitments outside of authorized programs and services are subject to prior approval by the supervisor of this position. EQUAL OPPORTUNITY EMPLOYER MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities, or employment. Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact the Human Resources Director for additional information or assistance. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at **************

Athletics/Activities Application Deadline: In-District Bargaining Unit Members March 21, 2025, 5 pm. If position is not filled with a bargaining unit member, outside applicants will be considered thereafter until filled. Projected Start Date: Exact date to be determined by the district. Middle School Coach - Track West Orient Middle School Coach-Middle School Requirements: Experience in noted sport or activity and/or coaching By law, this position requires fingerprinting due to the potential for unsupervised contact with students, and a criminal background check. In addition, high school coaching positions require an NFHS certification. A first aid card and bloodborne pathogen training are required before beginning duties. Applicants with culturally diverse backgrounds are strongly encouraged to apply. *Applications must be submitted to Frontline Recruiting and Hiring by the closing date in order to be considered for the position. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER

Certified/Licensed Date Available: 01/05/2026 TOSA - Elementary, Title I Student Support (Temporary) East Gresham Elementary School 70 contract days, Temporary Contract for 2025-2026 School Year Only 1.00 FTE Application Deadline: Open Until Filled. Apply through gbsdjobs.com Qualifications: State of Oregon Teaching License with Elementary Multiple Subjects PK-12 endorsement, and current First Aid Card. Compensation: Salary and Stipends are prorated based on FTE and start/end dates of the position. 2025-2026 Annual Salary Range $19,255 - $38,135 (Based on 192/193 Day Contract). Initial placement on the salary schedule is based on education and contracted licensed experience. As a licensed employee, you are eligible to receive a specialty stipend of $364 if certified Multilingual in Spanish, Arabic, Ukrainian, or Russian. Must pass a standardized proficiency test of language. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a . We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities. JOB DESCRIPTION JOB TITLE: Title I Student Support TOSA Job Summary: Job Summary: The job of “Title I Student Support TOSA” is for the purpose/s of supporting the work of the Principal to enable the Principal to serve as the instructional leader of the building and facilitate the continuous school improvement process. Essential Job Functions: Instructional Improvement Assist with school improvement efforts (could include professional development, coaching, data teams) Assist implementation and fidelity of school improvement efforts (RTI, literacy program) Support the implementation and fidelity of data team across the school setting Facilitates communications and coordination among instructional staff for the purpose of meeting curriculum guidelines Implements assigned programs and/or projects for the purpose of aligning to district and state school improvement processes Family and Community Engagement Working with families to support student success Monitor attendance and provide interventions and supports to improve attendance rates Connect families and students to appropriate community resources Promoting greater engagement of families in the school Provide support to SUN activities to align school day and after school Assist SUN Program Manager with monitoring student behavior, ensuring fidelity to interventions, providing coaching and feedback to after-school instructional staff Connect and collaborate with other community partners Coordinate family involvement events Student Behavioral Supports Support Positive Behavior Interventions and Supports systems Serve on PBIS team, providing support with monitoring data Work directly with students to help keep them engaged and productive in class providing support to teachers as needed Monitor yellow zone systems: CheckIn/CheckOut - coordinate, manage data and provide support Facilitate the re-teaching of student behavioral expectations Playworks support / Provide alternate recess activities/support as necessary Support implementation of Restorative Practices Provide Collaborative Problem Solving Other Job Functions Assists the Principal as may be required for the purpose of supporting them in the completion of their work activities Essential Job Requirements - Qualifications: Experience Required: Prior job related experience with increasing levels of responsibility Skills, Knowledge and/or Abilities Required: Skills to operate standard office equipment including use of multiple software applications (word processing, database, spreadsheet, and basic desktop publishing), use English in both written and verbal form, use correct spelling, grammar and punctuation. Knowledge of rules and regulations related to assigned functions, basic budgeting, financial and statistical recordkeeping, standard office equipment. Abilities to sit for prolonged periods, work independently, understand and carry out oral and written instructions. Significant physical abilities include reaching/handling/fingering, talking/hearing conversations, near visual acuity/visual accommodation. Demonstrated ability to exercise prudent judgment in client relationships and to maintain appropriate confidentiality regarding student/staff information. Education Required: Bachelor's degree from an accredited college or university Licenses, Certifications, Bonding, and/or Testing Required: Oregon Fingerprint Criminal Check clearance, Appropriate Teaching Credential Reading endorsement preferred Bilingual preferred Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities.

Classified/Educational Assistant- ELL Application Deadline: In-District Bargaining Unit Members October 13, 2025. If the position is not filled with a bargaining unit member, outside applicants will be considered thereafter until filled. Projected Start Date: Approximately October 30, 2025. Exact date to be determined by the district. This is a Temporary position for the 25/26 SY Only

Athletics/Activities Application Deadline: In-District Bargaining Unit Members September 24, 2025, 5 pm. If position is not filled with a bargaining unit member, outside applicants will be considered thereafter until filled. Projected Start Date: Exact date to be determined by the district. Assistant Musical Choreographer NAME OF SCHOOL Sam Barlow High School JOB TITLE: Assistant Musical Choreographer - High School JOB TITLE: Assistant Musical Choreographer Requirements: Experience in noted sport or activity and/or coaching By law, this position requires fingerprinting due to the potential for unsupervised contact with students, and a criminal background check. In addition, high school coaching positions require an NFHS certification. A first aid card and bloodborne pathogen training are required before beginning duties. Applicants with culturally diverse backgrounds are strongly encouraged to apply. *Applications must be submitted to Frontline Recruiting and Hiring by the closing date in order to be considered for the position. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER

Athletics/Activities Posting Date: October 9, 2025 Application Deadline: In-District Bargaining Unit Members October 15, 2025, 5 pm. If position is not filled with a bargaining unit member, outside applicants will be considered thereafter until filled. Projected Start Date: Exact date to be determined by the district. Middle School Coach - Basketball Dexter McCarty Middle School JOB TITLE: HMS Coach Requirements: Experience in noted sport or activity and/or coaching By law, this position requires fingerprinting due to the potential for unsupervised contact with students, and a criminal background check. In addition, high school coaching positions require an NFHS certification. A first aid card and bloodborne pathogen training are required before beginning duties. Applicants with culturally diverse backgrounds are strongly encouraged to apply. *Applications must be submitted to Frontline Recruiting and Hiring by the closing date in order to be considered for the position. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER

Certified/Licensed/Teacher - High School Science Date Available: 11/10/2025 Teacher - High School, Science (Temporary) Sam Barlow High School 54 contract days, Temporary Contract for 2025-2026 School Year Only 1.00 FTE Application Deadline: Open Until Filled. Apply through gbsdjobs.com Qualifications: State of Oregon Teaching License with Science endorsement and current First Aid Card. Compensation: Salary and Stipends are prorated based on FTE and start/end dates of the position. 2025-2026 Annual Salary Range $14,853 - $29,419 (Based on 192/193 Day Contract). Initial placement on the salary schedule is based on education and contracted licensed experience. As a licensed employee, you are eligible to receive a specialty stipend of $281 if certified Multilingual in Spanish, Arabic, Ukrainian, or Russian. Must pass a standardized proficiency test of language. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities. JOB TITLE: Teacher - High School Job Summary: The job of "Teacher - High School" is done for the purpose/s of developing students' academic skills through academic courses of study and implementing District approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of students; providing a safe and optimal learning environment, and providing feedback to students, parents and administration regarding student progress, expectations, goals, etc. Essential Job Functions: Help each pupil develop competence in subject matter skills; motivate each pupil to apply understanding and skills in the solution of problems; develop good relationships with parents and with other staff members Teach courses to secondary pupil utilizing course of study adopted by the Board of Education, and appropriate curriculum publications as guidelines in teaching individual course content Instruct pupils in citizenship, basic communication skills, and other general elements of the course of study common to all teachers, as specified in state law and administrative regulations and procedures of the school district Develop lesson plans and appropriate instructional aids Demonstrate concepts using models, chalkboard, overhead projector, and other standard or teacher-prepared instructional aids Provide opportunities when needed for individualized and small group instruction to adapt the curriculum to the needs of each pupil Design learning activities that relate subject area to the physical world Establish and maintain standards of pupil behavior needed to provide an orderly, productive classroom environment Evaluate each pupil's progress in knowledge and skills, and prepare progress reports. May prepare letters of recommendation for scholarships, college applications, etc. Perform basic attendance accounting and business services as required May plan and coordinate the work of aides, teacher assistants, or other paraprofessionals Communicate with parents to interpret contemporary methods in teaching and with parents and school counselors to discuss the individual pupil's progress Identify pupil needs, and cooperate with other professional staff members in assessing and helping pupils solve health, attitude, and learning problems Supervise pupils in out-of-classroom activities during the assigned working day Maintain professional competence through participation in inservice education activities provided by the District, and/or in self-selected professional growth activities Duties and responsibilities may be added, deleted or changed at any time at the discretion of management Prompt and regular attendance Other Job Functions: Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities Participates in various meetings (e.g. parent conferences, in-service training, site meetings, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements Select and requisition books, instructional aids, and instructional supplies and maintain required inventory records Participate in curriculum and other developmental programs within the school and/or on a District level. May teach under modular or flexible scheduling plans. Share in the sponsorship of student activities, and participates in faculty committees Essential Job Requirements - Qualifications: Experience Required: Prior job related experience Skills, Knowledge and/or Abilities Required: Skills to motivate students, communicate with individuals from varied educational and cultural backgrounds, direct support personnel, evaluate performance Knowledge of age appropriate teaching methods, state curriculum framework, education code, appropriate instructional subjects Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parent, other school personnel, meet schedule and deadlines. Significant physical abilities include lifting/carrying/reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/accommodation/field of vision. Education Required: Bachelor's Degree Licenses, Bonding and/or Testing Required: Teaching Credential for appropriate level of instruction and/or subjects Highly Qualified Status for assignment Criminal Justice fingerprint clearance Cardiopulmonary Resuscitation and First Aid Certificates Applicants with culturally diverse backgrounds are strongly encouraged to apply. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER

Certified/Licensed Student Support Specialists/Speech Language Pathologist Date Available: 09/02/2025 Speech Language Pathologist Student Support Services Office 187 Contract days, Permanent Contract 1.0 FTE Application Deadline: Open Until Filled. Apply through gbsdjobs.com Qualifications: Speech Language Pathology license issued by the Oregon Board of Examiners for Speech Language Pathology and Audiology OR State of Oregon Teaching License with Communications Disorders K-12 endorsement, and current First Aid Card. Compensation: Listed salary and stipends will be prorated based on FTE and start/end dates of the position. 2025-2026 Annual Salary Range $51,120 - $106,235 (195/196 Day Contract). Initial placement on the salary schedule is based on education and contracted licensed experience. This position is eligible to receive a specialty stipend of $2,907 for the 2025-2026 School Year. As a licensed employee, you are eligible to receive a specialty stipend of $2,000 if certified Multilingual in Spanish, Arabic, Ukrainian, or Russian. Must pass a standardized proficiency test. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities. Job Summary: The job of "Speech Language Pathologist" is done for the purpose/s of assessing student's speech/language development level; providing information for program development and student placement; improving students' performance; and providing information on child development and/or issues on specific students to instructional personnel. Essential Functions: Evaluates/Assesses students' communication skills and development skills (e.g. articulation, language, fluency, voice) for the purpose of determining their speech and language ability and developing recommendations Consults with teachers, parents, other personnel and/or outside professionals for the purpose of providing requested information, developing plans for service and/or making recommendations Facilitates meetings (e.g. IEP conferences, parent meetings, in-services, etc.) for the purpose of developing plans and/or providing information regarding students' functional goals. Prepares/Plans/Instructs students for the purpose of implementing goals for remediation of speech and language deficits Prepares documentation (e.g. evaluations, observations, IEP, progress reports, compliance and procedural safeguards, contacts with parents, teachers and outside professionals, etc.) for the purpose of providing written support, developing recommendations and/or conveying information Presents information on various topics related to professional expertise in speech pathology for the purpose of communicating information and gaining feedback on treatment issues Researches resources and methods (i.e. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining appropriate approach for addressing students' speech and language goals. Screens students for the purpose of determining the need for further individualized assessment Develops/Trains/Maintains assistive technology systems in coordination with the Assistive Technology Specialist or an outside specialist contracted by the district Prompt and regular attendance Other Functions: Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities Supervises/supports personnel including speech pathology assistants under Oregon law and administrative rules Participates in various meetings (e.g. parent conferences, in-service training, site meetings, curricular standards, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements Bills for Medicaid on a regular and timely basis Travels between school sites as work assignments dictate Essential Requirements - Qualifications: Experience required: Prior job related experience Skills, Knowledge and/or Abilities Required: Skills to apply assessment instruments, interpret test data, communicate effectively, Knowledge of assessment instruments and their application, relevant education codes, state and district policies. Abilities to sit for prolonged periods, complete a case study and develop an individual education plan; work independently, be flexible and work under time constraints, work effectively with staff, parents, students and community. Significant physical abilities include lifting/carrying, physical restraining, reaching/handling/fingering, talking/hearing conversations and other sounds, near/far visual acuity/visual accommodation Licenses, Certifications, Bonding, and/or Testing Required: Licensure for Speech Therapy, Criminal Justice Fingerprint Clearance, Valid Driver's License and evident of insurability, First Aid/CPR Applicants with culturally diverse backgrounds are strongly encouraged to apply. *Applications must be submitted to Frontline Recruiting and Hiring by the closing date in order to be considered for the position. Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any educational programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities. AN EQUAL OPPORTUNITY EMPLOYER