Student teacher jobs in Coos Bay, OR - 62 jobs

$58.00 / hour or $2,450 / week for travelers The Special Education Teacher, under the direction of the Special Education Program Administrator provides quality services to special education students, kindergarten through grade 12. The Special Education Teacher has a commitment to team participation in planning and implementation of student programs including special instruction, tutorial assistance and consultation with general education staff. Amergis offers the following benefits: ·Medical, Dental, Vision, and Life Insurance ·401k Program ·Competitive (weekly) Pay ·Flexible Scheduling ·Direct Deposit Minimum Requirements: + Bachelor's Degree from an accredited university preferred + Valid state teaching certificate as required by state, contract/district regulations + Minimum of one year experience in teaching environment preferred + State Teacher Certification; Type: Standard Elementary Teaching preferred + State Teacher Certification; Type: Standard Secondary Teaching preferred + State Teacher Certification; Type: Standard Special Teaching preferred + Endorsement: Learning Behavior Specialist (LBS1) preferred + Complies with all relevant professional standards of practice + Current CPR if applicable + TB questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or state regulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law. #LI-JD5

Job Description Primary Location Siuslaw Middle School Salary Range $51,603.41 - $94,498.74 / Annual Shift Type Full Time

Company: Princeton Staffing Solutions Contract Type: W2 - Local or Travel Specialty: Occupational Therapist (OT) Facility Type: Public School District Setting: School - Early Intervention Location: Douglas County, Oregon (OR) Work Arrangement and Hours Per Week: In Person 40 hours per week Dates: 8/25/25 for upcoming school year Age Range of Students: Birth to 3 Experience as a School Based OT: Strongly Preferred Occupational Therapist (OT) School Basted - Qualifications and Responsibilities: Training/experience in a variety of diagnostic instruments for assessing fine motor, visual motor, visual-perceptual, sensory motor and self-care skill levels. Additional training/experience in pediatrics, neurodevelopmental therapy, sensory integration, CPR/First Aid. Working knowledge of State rules and regulations for disabled students. Ability to work and communicate effectively with staff, students and parents from diverse cultural backgrounds in a variety of educational interdisciplinary team settings. Ability to apply purposeful, goal directed, developmentally sequenced activities to enhance the student's potential for facilitating improvement of a student's physical, emotional, sensory and/or perceptual deficit through use of specially designed instruction and/or related services delivery models. Experience writing Individual Education Programs (IEP). Ability to write measurable annual goals and objectives. State License - Education - Certification Requirements: Graduate of an accredited OT program (minimum: Bachelor of Science) Registration with the National Board for Certification in Occupational Therapy State License as an Occupational Therapist (OT) Benefits of Working with Princeton Staffing Solutions: Referral Bonus Premium Pay Packages (likely we can meet or beat any realistic offer you receive) Weekly Direct Deposit Medical, Dental, and Vision insurance (PPO and HMO options with comprehensive coverage at a lower premium than many of the largest agencies) 401K Licensure Reimbursement CEU Reimbursement Supervision for Clinical Fellows (CF-SLP) (in accordance with ASHA and state guidelines) Clinical Management Support Full Time & Part Time Positions Opportunities Available Nationwide for In-Person, Hybrid, or Tele Recruiters with extensive industry experience, best in class training and dedication to finding a position that is the right fit for you. About Princeton Staffing Solutions Craving an adventure? Ready for the next step in your career journey? Seeking a challenge in a new environment? Travel with Princeton Staffing Solutions. Explore new ways to broaden your horizons, both on the job and off. You deserve an experience that is both professionally rewarding and personally memorable, let us handle the heavy lifting and enjoy the ride! Established in 2016, Princeton Staffing Solutions (PSS) is a premier personnel services organization devoted to matching talented Special Education and Student Support professionals with rewarding Local or Travel contract (W2) opportunities in schools nationwide (Public, Charter, Special Schools). Princeton Staffing Solutions is grateful for the profound impact our providers have supporting children Birth to 21 years of age with Autism Spectrum Disorder, Intellectual Disability, Emotional/Behavioral, Orthopedic Impairment, Speech or Language Impairment, Developmental Delay, Specific Learning Disability, Traumatic Brain Injury, Visual Impairment, Deafness, Hearing Impairment and Multiple Disabilities. When it comes to our valued contract employees we strive to build trusting relationships through transparency, honesty and consistent communication as we partner together to continue accomplishing your career goals. You will always be treated with the utmost respect and appreciation, because the reality is that without you, the ones most negatively impacted are those in greatest need, the students. Witnessing the development of the kids as they learn to navigate their world is a life-changing experience that serves as a constant reminder of just how important your specialized skillset is to pave the way for our future generations to thrive. From the moment you begin your job search with Princeton Staffing Solutions (PSS), your dedicated recruiter is by your side, offering expert guidance and personalized support. Additionally, you will have our clinical management team there to help you acclimate to your position and contribute to your continuous development.

: Title: Teacher/Advocate Location: North Bend, OR Program: South Coast Head Start - Early Head Start Reports to: Area Manager HR Contact: hr[at]orcca. us Pay Level: Starts at $20. 26 hourly, Depending on Experience Staff Supervised: Teacher Assistant, Classroom Assistant, Volunteers, Students FSLA Status: Non-Exempt from Overtime Effective: 06/10/2021 Position Type: Full-Time, Year-Round Revised: 06/10/2021 External Applicants: Please submit an employment application, cover letter and resume on our website, www. orcca. us or to hr[at]orcca. us. Internal Applicants: Please submit a letter of interest and resume to hr[at]orcca. us. Job Description PRIMARY PURPOSE: Delivery of high quality child and family services as defined by the Head Start Performance Standards, State Licensing Rules, program work plans, program goals, and other funding rules and regulations. Oversight of the day-to-day operations of the classroom, serving children ages three to five and their families. Maintain quality environments with attention to safety and health prevention measures. ESSENTIAL JOB FUNCTIONS (Reason position exists is to perform these functions): EDUCATIONPromote children's growth and development by providing responsive care, effective teaching practices, and an organized learning environment. Utilize Creative Curriculum to fidelity to provide quality, developmentally appropriate indoor and outdoor learning experiences in alignment with the ELOF and school readiness goals. Ensure all learning environments include age-appropriate supplies, materials, equipment and space, including accommodations for children with disabilities, with periodic changes to support interests, development and learning. Use positive guidance strategies to support social-emotional and behavioral health. Use routines, including hand washing and transitions between activities, as opportunities for strengthening development, learning and skill growth. Complete ASQ-3 and ASQ-SE screening tools with parents. Share purpose and results of all screenings and ongoing assessments. Promptly facilitate referrals, with parent consent, for further evaluation, if warranted through screenings, parent feedback, teacher observation, or ongoing assessment. Complete TS GOLD Child Assessments and utilize information to set child goals and individualize lesson plans and home visit strategies. Integrate TS Gold Assessment data in individual and group planning Complete vision and hearing screenings for each enrolled child. Identify emergent or recurring developmental, medical, oral or mental health concerns. HEALTHFollow Universal Precautions in the event of exposure to blood/bodily fluids. Follow posted diapering, toileting, and handwashing procedures. Intentionally integrate physical activity into daily lesson plans. Complete daily health checks to identify symptoms of illness requiring exclusion. Remove child from direct contact with other children and contact parents to pick up children who have emergent symptoms. Properly store and administer medication. Complete medication administration training as needed. Assist children in brushing their teeth at least one time daily after meals and facilitate swish and swallow. Ensure classrooms, equipment and materials are cleaned and sanitized according to policies and procedures. Provide information to families about preventative medical and dental care. Assist families with information and support related to ongoing access and follow-up. Notify parents of infectious disease outbreak. SAFETYEnsure children are supervised at all times and never left alone with volunteers. Ensure children are signed in and out of class and bus and released only to authorized adults. Ensure a daily classroom and playground safety check is completed. Maintain appropriate ratios and group size at all times. INCLUSIONEnsure culturally and linguistically appropriate materials are available in classrooms. Partner with Early Intervention/ECSE providers to deliver appropriate services. Attend and provide input and family support, as requested, at IFSP meetings. Provide English Language Skills and Home Language Assessments for children whose primary language is not English. Provide high quality, supportive environments and tiered supports, as outlined in the Pyramid Model. Provide families with information regarding language development, including dual language development. Identify and plan for special health needs, including asthma, diabetes, emotional or other conditions that may require additional service provisions. ATTENDANCETrack daily attendance for each child. Contact parents within one hour of class start, if a child is unexpected absent. Promote strong attendance habits with information/education to parents. Conduct a home visit for children with two or more consecutive unexcused absences. Provide individualized attendance support for families, including direct contacts, intensive case management, attendance plans, etc. NUTRITIONProvide family-style meal service with sufficient time for children to eat. Sit with children to provide supervision, socialization and choking prevention during meals. Follow food safety guidelines for all food service. Ensure children have access to safe drinking water throughout the program day. PARENT and FAMILY ENGAGEMENTConduct 2 educationally focused home visits in the family's home environment with assigned families per year. Conduct 2 parent-teacher conferences with assigned families per year. Support parents as primary educators of their child. Provide support and information to families during referral, evaluation, and IFSP meeting processes. Regularly share information with families regarding their child's routines, activities, and behaviors (conversations, phone calls, notes home, etc) Provide information to families in understandable formats, including individuals with low literacy, and provided in the family's primary language. Use translated materials and qualified bilingual staff or consultants. Utilize interpreters if staff is not available. Welcome parents into facilities during program hours and provide opportunities for parents to volunteer. Encourage parent participation and invite parents to join meal-times. Engage parents in site parent committees for each center and support Policy Council representatives. Share responsibility with Family Engagement Specialist in planning and implementing parent meetings and activity days. TRANSITIONSBegin transition planning with parents for EHS-HS transitions six months prior to each child's third birthday to provide transitions as soon as possible after the child turns three, as appropriate. Provide information and support to families related to Kindergarten transitions. Provide classroom activities to support Kindergarten transitions, including classroom visits and activities to familiarize children with transition to Kindergarten. Collaborate with parents, ECSE, and local school districts to support transition planning for children with IFSPs or IEPs. DOCUMENTATION and COMMUNICATIONDocument services provided into appropriate data base systems. Ensure child and family files are complete and up-to-date. Meet federal, state and program documentation requirements with accurate, objective, complete, timely and well organized records. Facilitate on-going communication, promote problem solving and conflict resolution within assigned team(s). Facilitate communication with others by using available technologies (e. g. , phone, fax, e-mail, file sharing) Establish consistent weekly schedule including time for team communication and availability to parents. Collaborate with team members to identify approaches to solving issues, develop follow-up plans, and prepare for home visits and other family contacts. Ensure family confidentiality by limiting conversations about families and access to their records to those directly involved in providing services to them. SUPERVISIONProvide supervision to assigned staff, community and parent volunteers, and practicum students Provide constructive ongoing feedback Conduct evaluations as outlined in the Employee Performance Evaluation ProcessSupport and encourage staff in their professional growth Prepare Teacher Assistant to maintain and carry on in absence of TeacherWork with Area Manager to develop an individualized training plan for supervised staff Complete performance paperwork as required by appropriate program Orient all volunteers to classroom emergency procedures TEAM EXPECTATIONS:Teamwork - We join our individual strengths together creating teams and circles of cooperation to promote innovative thinking and bring opportunity to our community. Partnerships - We create collaborative community partnerships to best leverage all resources available for the benefit of the community. Diversity - We welcome and accept differences and honor our co-workers and clients by treating each person with equality, dignity, and respect. Confidentiality & Ethics - We maintain a high standard of ethics and integrity to respect the confidentiality of clients and staff. Physical Safety - We respond promptly to address health and safety needs or concerns for clients and staff. Communications - We encourage timely, open-minded, respectful, and direct communication to alleviate controversies and foster a safe, productive workplace. Health & Sustainability - Recognizing the importance of physical, emotional, and environmental health, we seek to inspire and model healthy, sustainable living. Public Relations - We recognize that each of us represents the entire agency in our public interactions and strive to act in a consistently professional and unbiased manner. Professional Growth - We provide an environment supportive to personal and professional growth, cross training, and advancement. INDIVIDUAL EXPECTATIONS:Attend staff meetings, center meetings, and/or other workshops/meetings as notified Maintain a positive attitude regarding ORCCA and all its programs along with the Head Start program and philosophy Model behaviors that demonstrate an understanding, acceptance and welcoming of diversity Maintain respect and positive communication regarding all children, families and staff. Maintain confidentiality of client and staff information. Maintain open, two-way communication with staff Accept suggestions and guidance from supervisor and other management staff Seek feedback on job performance and evaluate suggestions and guidance to incorporate in performance Commit to further training. Develop an individual training plan using program tools, as appropriate. Communicate with supervisor regarding any needed changes or concerns with work schedule. Adhere to agency procedures as a mandated child abuse reporter Regular attendance is a requirement of the position. Ability to perform the job with or without reasonable accommodations EXPERIENCE AND EDUCATION REQUIREMENTS: Infant & Toddler Program, including Baby Promise (in order of preference) BA in ECE or BA in related field or higher with 23 ECE quarter credits (15 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Oregon Registry Step 10 or higher with direct experience teaching infant, toddler, or preschool children AA in Early Childhood Education (ECE) or AA in related field with 23 ECE quarter credits (12 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Oregon Registry Step 9 with direct experience teaching infant, toddler, or preschool children Preferred: Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field Minimum Requirements:Current Infant/Toddler Child Development Associate (CDA) with direct experience teaching infant, toddler, or preschool children; or Oregon Registry Step 7. 5 with direct experience teaching infant, toddler, or preschool children Upon hire, enroll in Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field to be completed within 18 months High School Diploma or equivalent also required Additional competencies/preferences:One-year experience working with low-income families preferred One-year experience with home visitation preferred Knowledge of community resources Two years of experience in family support programs or adult education preferred Preschool Program, including Preschool Promise (in order of preference) BA in ECE or BA in related field or higher with 23 ECE quarter credits (15 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Step 10 or higher on the Oregon Registry with direct experience teaching infant, toddler, or preschool children AA in Early Childhood Education (ECE) or AA in related field with 23 ECE quarter credits (12 ECE semester credits) with direct experience teaching infant, toddler, or preschool children (preference given to applicants enrolled in BA program) Step 9 on the Oregon Registry with direct experience teaching infant, toddler, or preschool children (preference given to applicants enrolled in BA program) Preferred: Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field Minimum Requirements:Current Preschool Childhood Development Associate (CDA) with direct experience teaching infant, toddler, or preschool children (Upon hire, must be enrolled in AA/BA program and with a federal waiver to be completed within 3 years) Oregon Registry Step 7. 5 and with direct experience teaching infant, toddler, or preschool children (Upon hire, must be enrolled in AA/BA program and with a federal waiver to be completed within 3 years) Upon hire, enroll in Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field to be completed within 18 months High School Diploma or equivalent also required Additional competencies/preferences:One year of experience working with low-income families preferred. One year of experience with home visitation preferred. Knowledge of community resources. Experience with special needs children preferred. Two years of experience in family support programs or adult education preferred WORK ENVIRONMENT:Geographic Area: Coos, Curry, and Coastal Douglas Counties; Primary Worksite:May lift items up to 51 pounds with or without reasonable accommodations. Access to indoor office, in a climate-controlled environment; may not have access to sunlight. Regular activities outside in a non-climate controlled environment. Regular kneeling, bending, stooping and sitting on the floor. Regular walking and standing for prolonged periods of time. Occasional events outside of the office at irregular hours will be required. Attendance at off-site staff training events will be required. Driving to home visits will be required if a function of the position. OTHER REQUIREMENTS:Must be enrolled in the Oregon Department of Education-Ch

Join Our Team at Cobb Children's Learning Center! Assistant Teacher Type: Full-Time About Us: At Cobb Children's Learning Center (CCLC), located in the heart of Roseburg, OR, we are more than a preschool. We are a community of educators committed to fostering an environment where creativity and curiosity thrive. We believe in child-led learning, supported by the emergent curriculum approach, and are looking for passionate individuals to join our team. Role Overview: As an Assistant Teacher, you will play a crucial role in shaping the educational experiences of our children. This position involves working closely with lead teachers to implement engaging educational activities that promote emotional and intellectual growth. Responsibilities: Assist in planning and conducting daily activities based on our emergent curriculum. Support classroom management and a structured learning environment. Help assess children's progress and contribute to their educational and emotional development. Engage in proactive communication with parents about their children's progress and wellbeing. Maintain a clean, safe classroom that meets all health and safety standards. What We Offer: Salary: depending on qualifications and experience. Opportunities for professional development and growth. A supportive community of educators dedicated to progressive early childhood education. Who You Are: You have a high school diploma or equivalent, with prior experience in childcare being a plus. You possess strong communication skills and are passionate about working with children. You are committed to fostering an inclusive, nurturing environment for learning. If you are eager to make a difference in the lives of children and thrive in a creative and dynamic work environment, apply today to join us at Cobb Children's Learning Center!

Job Title: Tutor This posting establishes a pool of candidates for tutoring in the Coos Bay School District to work with students who cannot attend school, may need additional assistance or may require educational services in an alternative setting. Position Description: Perform teaching duties pertinent to the individual student. Additional time for planning will be provided, if needed. Instruction may occur outside the normal school day hours. Qualifications Valid Oregon Teaching License Curriculum Rate For more information please contact Michelle Barton in Human Resources ***************************** or ************** x 1110

TRIO SSS TRANSFER OPPORTUNITY PROGRAM TUTOR (POOL) Part-Time Classified The TRIO SSS Transfer Opportunity Program Tutor position is a pooled position and applications will be reviewed on an as needed, on-going basis. Are you someone who is organized and innovative? A self-starter who is motivated, positive, and has a strong desire to help others? If yes, then this is the position for you! As a Classified Part-Time TRIO SSS Transfer Opportunity Program Tutor, you will be primarily responsible for tutoring individuals and/or small groups who request help in specific academic work. TOP Tutors will assist in building up student skills to encourage successful lifelong learning. REVIEW THE JOB DESCRIPTION HERE: **************************************************************************** If you have an interest in coming to work every day to invest in the vitality of our next generation's opportunities for career, personal and economic success, we welcome your application. We have the very best students, and our team is looking for the very best colleague to help reach its goals. Bring your energy, diligence, commitment, and collaborative spirit for student success to UCC. REASONS TO WORK HERE Fun, innovative atmosphere Ability to transform lives and enrich communities Opportunity to work with helpful, caring, and friendly coworkers Professional Development Opportunities Beautiful Rural Campus The Douglas County community through UCC is building upon 50+ years of rich academic experiences and lives changed through higher education. We are a student-centered, positive working environment that thrives on innovation. We are committed to ensuring that everyone who interacts with our campus feels included, valued, and inspired to fulfill our mission to transform lives and enrich communities. Umpqua Community College is located in beautiful Southern Oregon between the mountains of the Cascade Range to the east and the Coastal Range to the west. Hiking, biking, camping and skiing are a short car ride away and the town is surrounded on all sides by the amazing Umpqua River for fishing and water sports. The area is also home to over 40 wineries and many breweries with a bustling downtown. Roseburg has everything you'd want from a small town and has easy access to the bigger cities of Portland and Eugene by jumping on I-5. Roseburg has live-ability, a friendly feel and is ready to be home to your next career and family adventure. QUALIFICATIONS: * Ability to communicate effectively, both orally and in writing. * Ability to identify areas for improvement. * Desire to continue learning. * Contributes to student learning, advancement, and growth by demonstrating academic competence in subject matters. * Builds meaningful connections with students by creating a friendly, encouraging, and welcoming environment for students. * Keeps students motivated by providing students with positive and constructive feedback. * Relevant educational background, teaching experience, and patience to work with students with various abilities. SPECIAL INSTRUCTIONS TO APPLICANTS: For full consideration applicants must submit with their application all of the following: * A cover letter which addresses your interest in Umpqua Community College and how you would excel in this position; * Current resume that includes educational and professional work experience; * A list of 3 professional references listing contact information including email address; VETERANS PREFERENCE Umpqua Community College Honors Veterans Preference Applicants are eligible to use Veterans' Preference when applying with Umpqua Community College in accordance with ORS 408.225, 408.230 and 408.235; and OAR 105-040-0010 and 105-040-0015. Preference will be given only if the applicant meets the minimum criteria of the position and electronically attach the required documentation at the time of application. Documents Required * Member Copy 4 of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) * or... * Letter from the US Department of Veterans' Affairs indicating receipt of a non-service connected pension. Disabled Veterans must also submit a copy of Veterans disability preference letter from the Department of Veterans Affairs. You can request copies of your military service record through the National Archives website. For information regarding Veterans' Preference qualifications, visit ******************* If you wish to self-identify under Section 503 as an individual with a disability, please provide this information by completing Department of Labor Form CC-305 available at ************ Statement of Equal Opportunity Umpqua Community College is an Equal Opportunity Employer. This means that we will extend equal opportunity to all individuals without regard for race, religion, color, sex, national origin, age, disability, handicaps or veterans status. This policy affirms UCC's commitment to the principles of fair employment and the elimination of all vestiges of discriminatory practices that might exist. Employment with Umpqua Community College is contingent upon background check approval.

Special Education Teacher - $58/hr OR $2,450/week for Travelers - Sutherlin, OR - In-Person - 18 Weeks We are seeking a Special Education Teacher to provide quality services to students in a high school setting. This position involves covering a leave assignment and supporting both in-person and online students. Under the direction of the Special Education Program Administrator, this role includes planning and implementing individualized programs, providing special instruction, and collaborating with general education staff to support student success. Amergis Offers: + Medical, Dental, Vision, and Life Insurance + 401k Program + Competitive Weekly Pay + Flexible Scheduling + Direct Deposit Assignment Details: + Location: Sutherlin, OR + Start Date: January 26, 2026 + End Date: Approximately 18 weeks (potential extension for remainder of school year) + Schedule: Monday-Friday + Hours: 40 per week + Duration: 18 weeks + Pay Rate: $58/hour OR $2,450/week for travelers + Modality: In-person only + Openings: 1 position + Interview: Virtual + Caseload: Max of 25 students (10 in-person, 15 online) + Details: + 0.5 FTE in high school classroom + 0.5 FTE at public library supporting online students + Mild to moderate behaviors; 6 instructional assistants available Responsibilities: + Manage IEPs and provide day-to-day instruction + Support both in-person and online students + Collaborate with multidisciplinary teams and classroom staff + Maintain compliance with all state and federal regulations Requirements: + Active Oregon Special Education teaching license (or ability to obtain) + Previous experience working with high school students and mild/moderate behaviors + Bachelor's degree from an accredited university (preferred) + Minimum of one year teaching experience (preferred) + Current CPR certification (if applicable) + TB questionnaire, PPD or chest X-ray (if applicable) + Current health certificate (per contract or state regulation) + Must meet all federal, state, and local requirements + Must be at least 18 years of age Contact Information: Cyrus Vess National Recruitment Manager ************ ****************** Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law. #LI-JD5

Substitute CLS/Substitute Classified (Non-instruction) Now Hiring: Substitute Teachers & Classified Staff Join our team and make a difference in local schools! Douglas ESD partners with two substitute staffing providers to serve school districts across Douglas County. Whether you're a licensed teacher or interested in classified roles (instructional assistant, food service, custodial, secretary), there are opportunities for you in every district! Who We Partner With ESS Provides licensed teacher substitutes for: Camas Valley, Days Creek, Elkton, Glendale, North Douglas, Riddle, Yoncalla, and Douglas ESD Provides classified substitutes (Instructional Assistants, Food Service, Custodian, Secretary) for: Days Creek, Yoncalla and Douglas ESD EduStaff Provides licensed teacher substitutes for: Glide, Oakland, Roseburg, South Umpqua, Sutherlin, and Winston-Dillard Work for Both Providers You are welcome-and encouraged-to work with both ESS and Edustaff. There are no restrictions preventing you from accepting jobs through both - allowing you to substitute in all the school districts in Douglas County and maximize your flexibility and opportunities. How to Apply Click the links below to apply with the provider(s) of your choice: Apply with ESS - **************** Apply with EduStaff - ********************* Why Substitute? Flexible scheduling - work when it fits your life Gain valuable classroom experience Support schools and students in your community

: Title: Teacher/Advocate Location: Coos Bay, OR Program: South Coast Head Start - Early Head Start Reports to: Area Manager HR Contact: hr[at]orcca. us Pay Level: Starts at $20. 26 hourly, Depending on Experience Staff Supervised: Teacher Assistant, Classroom Assistant, Volunteers, Students FSLA Status: Non-Exempt from Overtime Effective: 06/10/2021 Position Type: Full-Time, Year-Round Revised: 06/10/2021 External Applicants: Please submit an employment application, cover letter and resume on our website, www. orcca. us or to hr[at]orcca. us. Internal Applicants: Please submit a letter of interest and resume to hr[at]orcca. us. Job Description PRIMARY PURPOSE: Delivery of high quality child and family services as defined by the Head Start Performance Standards, State Licensing Rules, program work plans, program goals, and other funding rules and regulations. Oversight of the day-to-day operations of the classroom, serving children ages three to five and their families. Maintain quality environments with attention to safety and health prevention measures. ESSENTIAL JOB FUNCTIONS (Reason position exists is to perform these functions): EDUCATIONPromote children's growth and development by providing responsive care, effective teaching practices, and an organized learning environment. Utilize Creative Curriculum to fidelity to provide quality, developmentally appropriate indoor and outdoor learning experiences in alignment with the ELOF and school readiness goals. Ensure all learning environments include age-appropriate supplies, materials, equipment and space, including accommodations for children with disabilities, with periodic changes to support interests, development and learning. Use positive guidance strategies to support social-emotional and behavioral health. Use routines, including hand washing and transitions between activities, as opportunities for strengthening development, learning and skill growth. Complete ASQ-3 and ASQ-SE screening tools with parents. Share purpose and results of all screenings and ongoing assessments. Promptly facilitate referrals, with parent consent, for further evaluation, if warranted through screenings, parent feedback, teacher observation, or ongoing assessment. Complete TS GOLD Child Assessments and utilize information to set child goals and individualize lesson plans and home visit strategies. Integrate TS Gold Assessment data in individual and group planning Complete vision and hearing screenings for each enrolled child. Identify emergent or recurring developmental, medical, oral or mental health concerns. HEALTHFollow Universal Precautions in the event of exposure to blood/bodily fluids. Follow posted diapering, toileting, and handwashing procedures. Intentionally integrate physical activity into daily lesson plans. Complete daily health checks to identify symptoms of illness requiring exclusion. Remove child from direct contact with other children and contact parents to pick up children who have emergent symptoms. Properly store and administer medication. Complete medication administration training as needed. Assist children in brushing their teeth at least one time daily after meals and facilitate swish and swallow. Ensure classrooms, equipment and materials are cleaned and sanitized according to policies and procedures. Provide information to families about preventative medical and dental care. Assist families with information and support related to ongoing access and follow-up. Notify parents of infectious disease outbreak. SAFETYEnsure children are supervised at all times and never left alone with volunteers. Ensure children are signed in and out of class and bus and released only to authorized adults. Ensure a daily classroom and playground safety check is completed. Maintain appropriate ratios and group size at all times. INCLUSIONEnsure culturally and linguistically appropriate materials are available in classrooms. Partner with Early Intervention/ECSE providers to deliver appropriate services. Attend and provide input and family support, as requested, at IFSP meetings. Provide English Language Skills and Home Language Assessments for children whose primary language is not English. Provide high quality, supportive environments and tiered supports, as outlined in the Pyramid Model. Provide families with information regarding language development, including dual language development. Identify and plan for special health needs, including asthma, diabetes, emotional or other conditions that may require additional service provisions. ATTENDANCETrack daily attendance for each child. Contact parents within one hour of class start, if a child is unexpected absent. Promote strong attendance habits with information/education to parents. Conduct a home visit for children with two or more consecutive unexcused absences. Provide individualized attendance support for families, including direct contacts, intensive case management, attendance plans, etc. NUTRITIONProvide family-style meal service with sufficient time for children to eat. Sit with children to provide supervision, socialization and choking prevention during meals. Follow food safety guidelines for all food service. Ensure children have access to safe drinking water throughout the program day. PARENT and FAMILY ENGAGEMENTConduct 2 educationally focused home visits in the family's home environment with assigned families per year. Conduct 2 parent-teacher conferences with assigned families per year. Support parents as primary educators of their child. Provide support and information to families during referral, evaluation, and IFSP meeting processes. Regularly share information with families regarding their child's routines, activities, and behaviors (conversations, phone calls, notes home, etc) Provide information to families in understandable formats, including individuals with low literacy, and provided in the family's primary language. Use translated materials and qualified bilingual staff or consultants. Utilize interpreters if staff is not available. Welcome parents into facilities during program hours and provide opportunities for parents to volunteer. Encourage parent participation and invite parents to join meal-times. Engage parents in site parent committees for each center and support Policy Council representatives. Share responsibility with Family Engagement Specialist in planning and implementing parent meetings and activity days. TRANSITIONSBegin transition planning with parents for EHS-HS transitions six months prior to each child's third birthday to provide transitions as soon as possible after the child turns three, as appropriate. Provide information and support to families related to Kindergarten transitions. Provide classroom activities to support Kindergarten transitions, including classroom visits and activities to familiarize children with transition to Kindergarten. Collaborate with parents, ECSE, and local school districts to support transition planning for children with IFSPs or IEPs. DOCUMENTATION and COMMUNICATIONDocument services provided into appropriate data base systems. Ensure child and family files are complete and up-to-date. Meet federal, state and program documentation requirements with accurate, objective, complete, timely and well organized records. Facilitate on-going communication, promote problem solving and conflict resolution within assigned team(s). Facilitate communication with others by using available technologies (e. g. , phone, fax, e-mail, file sharing) Establish consistent weekly schedule including time for team communication and availability to parents. Collaborate with team members to identify approaches to solving issues, develop follow-up plans, and prepare for home visits and other family contacts. Ensure family confidentiality by limiting conversations about families and access to their records to those directly involved in providing services to them. SUPERVISIONProvide supervision to assigned staff, community and parent volunteers, and practicum students Provide constructive ongoing feedback Conduct evaluations as outlined in the Employee Performance Evaluation ProcessSupport and encourage staff in their professional growth Prepare Teacher Assistant to maintain and carry on in absence of TeacherWork with Area Manager to develop an individualized training plan for supervised staff Complete performance paperwork as required by appropriate program Orient all volunteers to classroom emergency procedures TEAM EXPECTATIONS:Teamwork - We join our individual strengths together creating teams and circles of cooperation to promote innovative thinking and bring opportunity to our community. Partnerships - We create collaborative community partnerships to best leverage all resources available for the benefit of the community. Diversity - We welcome and accept differences and honor our co-workers and clients by treating each person with equality, dignity, and respect. Confidentiality & Ethics - We maintain a high standard of ethics and integrity to respect the confidentiality of clients and staff. Physical Safety - We respond promptly to address health and safety needs or concerns for clients and staff. Communications - We encourage timely, open-minded, respectful, and direct communication to alleviate controversies and foster a safe, productive workplace. Health & Sustainability - Recognizing the importance of physical, emotional, and environmental health, we seek to inspire and model healthy, sustainable living. Public Relations - We recognize that each of us represents the entire agency in our public interactions and strive to act in a consistently professional and unbiased manner. Professional Growth - We provide an environment supportive to personal and professional growth, cross training, and advancement. INDIVIDUAL EXPECTATIONS:Attend staff meetings, center meetings, and/or other workshops/meetings as notified Maintain a positive attitude regarding ORCCA and all its programs along with the Head Start program and philosophy Model behaviors that demonstrate an understanding, acceptance and welcoming of diversity Maintain respect and positive communication regarding all children, families and staff. Maintain confidentiality of client and staff information. Maintain open, two-way communication with staff Accept suggestions and guidance from supervisor and other management staff Seek feedback on job performance and evaluate suggestions and guidance to incorporate in performance Commit to further training. Develop an individual training plan using program tools, as appropriate. Communicate with supervisor regarding any needed changes or concerns with work schedule. Adhere to agency procedures as a mandated child abuse reporter Regular attendance is a requirement of the position. Ability to perform the job with or without reasonable accommodations EXPERIENCE AND EDUCATION REQUIREMENTS: Infant & Toddler Program, including Baby Promise (in order of preference) BA in ECE or BA in related field or higher with 23 ECE quarter credits (15 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Oregon Registry Step 10 or higher with direct experience teaching infant, toddler, or preschool children AA in Early Childhood Education (ECE) or AA in related field with 23 ECE quarter credits (12 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Oregon Registry Step 9 with direct experience teaching infant, toddler, or preschool children Preferred: Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field Minimum Requirements:Current Infant/Toddler Child Development Associate (CDA) with direct experience teaching infant, toddler, or preschool children; or Oregon Registry Step 7. 5 with direct experience teaching infant, toddler, or preschool children Upon hire, enroll in Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field to be completed within 18 months High School Diploma or equivalent also required Additional competencies/preferences:One-year experience working with low-income families preferred One-year experience with home visitation preferred Knowledge of community resources Two years of experience in family support programs or adult education preferred Preschool Program, including Preschool Promise (in order of preference) BA in ECE or BA in related field or higher with 23 ECE quarter credits (15 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Step 10 or higher on the Oregon Registry with direct experience teaching infant, toddler, or preschool children AA in Early Childhood Education (ECE) or AA in related field with 23 ECE quarter credits (12 ECE semester credits) with direct experience teaching infant, toddler, or preschool children (preference given to applicants enrolled in BA program) Step 9 on the Oregon Registry with direct experience teaching infant, toddler, or preschool children (preference given to applicants enrolled in BA program) Preferred: Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field Minimum Requirements:Current Preschool Childhood Development Associate (CDA) with direct experience teaching infant, toddler, or preschool children (Upon hire, must be enrolled in AA/BA program and with a federal waiver to be completed within 3 years) Oregon Registry Step 7. 5 and with direct experience teaching infant, toddler, or preschool children (Upon hire, must be enrolled in AA/BA program and with a federal waiver to be completed within 3 years) Upon hire, enroll in Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field to be completed within 18 months High School Diploma or equivalent also required Additional competencies/preferences:One year of experience working with low-income families preferred. One year of experience with home visitation preferred. Knowledge of community resources. Experience with special needs children preferred. Two years of experience in family support programs or adult education preferred WORK ENVIRONMENT:Geographic Area: Coos, Curry, and Coastal Douglas Counties; Primary Worksite:May lift items up to 51 pounds with or without reasonable accommodations. Access to indoor office, in a climate-controlled environment; may not have access to sunlight. Regular activities outside in a non-climate controlled environment. Regular kneeling, bending, stooping and sitting on the floor. Regular walking and standing for prolonged periods of time. Occasional events outside of the office at irregular hours will be required. Attendance at off-site staff training events will be required. Driving to home visits will be required if a function of the position. OTHER REQUIREMENTS:Must be enrolled in the Oregon Department of Education-Child

Join Our Team at Cobb Children's Learning Center! Assistant Teacher Type: Full-Time About Us: At Cobb Children's Learning Center (CCLC), located in the heart of Roseburg, OR, we are more than a preschool. We are a community of educators committed to fostering an environment where creativity and curiosity thrive. We believe in child-led learning, supported by the emergent curriculum approach, and are looking for passionate individuals to join our team. Role Overview: As an Assistant Teacher, you will play a crucial role in shaping the educational experiences of our children. This position involves working closely with lead teachers to implement engaging educational activities that promote emotional and intellectual growth. Responsibilities: Assist in planning and conducting daily activities based on our emergent curriculum. Support classroom management and a structured learning environment. Help assess children's progress and contribute to their educational and emotional development. Engage in proactive communication with parents about their children's progress and wellbeing. Maintain a clean, safe classroom that meets all health and safety standards. What We Offer: Salary: depending on qualifications and experience. Opportunities for professional development and growth. A supportive community of educators dedicated to progressive early childhood education. Who You Are: You have a high school diploma or equivalent, with prior experience in childcare being a plus. You possess strong communication skills and are passionate about working with children. You are committed to fostering an inclusive, nurturing environment for learning. If you are eager to make a difference in the lives of children and thrive in a creative and dynamic work environment, apply today to join us at Cobb Children's Learning Center!

Job Title: Tutor This posting establishes a pool of candidates for tutoring in the Coos Bay School District to work with students who cannot attend school, may need additional assistance or may require alternative educational services. Position Description: Perform teaching duties pertinent to the individual student up to 5 hour per week with additional time for planning for the duration of time that the student needs such tutoring. Instruction may occur outside the normal school day hours Qualifications Valid Oregon Teaching License Curriculum Rate For more information please contact Michelle Barton in Human Resources ***************************** or ************** x 1110

SUCCESS CENTER NON-STUDENT TUTOR (POOL) Part-Time Classified The Success Center Non-Student Tutor position is a pooled position and applications will be reviewed on an as needed, on-going basis. Are you someone who is organized and innovative? A self-starter who is motivated, positive, and has a strong desire to help others? If yes, then this is the position for you! As a Classified Part-Time Success Center Non-Student Tutor, you will be responsible for tutoring individuals and/or small groups who request help in specific academic work. Peer Tutors will assist in building up student skills to encourage successful lifelong learning. REVIEW THE JOB DESCRIPTION HERE: ************************************************************************************* If you have an interest in coming to work every day to invest in the vitality of our next generation's opportunities for career, personal and economic success, we welcome your application. We have the very best students, and our team is looking for the very best colleague to help reach its goals. Bring your energy, diligence, commitment, and collaborative spirit for student success to UCC. REASONS TO WORK HERE Fun, innovative atmosphere Ability to transform lives and enrich communities Opportunity to work with helpful, caring, and friendly coworkers Professional Development Opportunities Beautiful Rural Campus The Douglas County community through UCC is building upon 50+ years of rich academic experiences and lives changed through higher education. We are a student-centered, positive working environment that thrives on innovation. We are committed to ensuring that everyone who interacts with our campus feels included, valued, and inspired to fulfill our mission to transform lives and enrich communities. Umpqua Community College is located in beautiful Southern Oregon between the mountains of the Cascade Range to the east and the Coastal Range to the west. Hiking, biking, camping and skiing are a short car ride away and the town is surrounded on all sides by the amazing Umpqua River for fishing and water sports. The area is also home to over 40 wineries and many breweries with a bustling downtown. Roseburg has everything you'd want from a small town and has easy access to the bigger cities of Portland and Eugene by jumping on I-5. Roseburg has live-ability, a friendly feel and is ready to be home to your next career and family adventure. QUALIFICATIONS: Required Qualification: * Significant knowledge in the subject matter to be tutored. * Ability to provide proof of classes taken (show degree, transcripts, or report cards) or show experience teaching or working in the subject area. * Ability to communicate effectively, both orally and in writing. Preferred Qualifications: * Promote a positive, safe, friendly environment amongst students and staff of diverse cultures and educational levels. * Previous tutoring experience. SPECIAL INSTRUCTIONS TO APPLICANTS: For full consideration applicants must submit with their application all of the following: * A cover letter which addresses your interest in Umpqua Community College and how you would excel in this position; * Current resume that includes educational and professional work experience; * A list of 3 professional references listing contact information including email address; VETERANS PREFERENCE Umpqua Community College Honors Veterans Preference Applicants are eligible to use Veterans' Preference when applying with Umpqua Community College in accordance with ORS 408.225, 408.230 and 408.235; and OAR 105-040-0010 and 105-040-0015. Preference will be given only if the applicant meets the minimum criteria of the position and electronically attach the required documentation at the time of application. Documents Required * Member Copy 4 of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) * or... * Letter from the US Department of Veterans' Affairs indicating receipt of a non-service connected pension. Disabled Veterans must also submit a copy of Veterans disability preference letter from the Department of Veterans Affairs. You can request copies of your military service record through the National Archives website. For information regarding Veterans' Preference qualifications, visit ******************* If you wish to self-identify under Section 503 as an individual with a disability, please provide this information by completing Department of Labor Form CC-305 available at ************ Statement of Equal Opportunity Umpqua Community College is an Equal Opportunity Employer. This means that we will extend equal opportunity to all individuals without regard for race, religion, color, sex, national origin, age, disability, handicaps or veterans status. This policy affirms UCC's commitment to the principles of fair employment and the elimination of all vestiges of discriminatory practices that might exist. Employment with Umpqua Community College is contingent upon background check approval.

The School Teacher implements the daily instructional plansof the classroom teacher in an effective manner. The School Teacher maintains a classenvironment favorable to learning and personal growth and establishes effectiverapport with pupils while maintaining proper classroom management. The School Teacher works effectively with thebuilding administrator and other teachers. Minimum Requirements: + Bachelor's Degree or higher required + Teacher license/certification, as applicable by state orcontract/district + One year of experience as a school teacher, preferred + Willingness and ability to accept direct responsibility forsafety, wellbeing, or work output of other people + Ability to read and implement instructional plans,correspond with parents and administration, and effectively present informationand respond to questions from administration, parent, students, staff members,and the general public as requested + Ability to work with basic mathematical concepts + Complies with all relevant professional standards ofpractice + Current CPR if applicable + TB questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or stateregulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

: Title: Teacher/Advocate Location: Charleston, OR Program: South Coast Head Start - Early Head Start Reports to: Area Manager HR Contact: hr[at]orcca. us Pay Level: Starts at $20. 26 hourly, Depending on Experience Staff Supervised: Teacher Assistant, Classroom Assistant, Volunteers, Students FSLA Status: Non-Exempt from Overtime Effective: 06/10/2021 Position Type: Full-Time, Year-Round Revised: 06/10/2021 External Applicants: Please submit an employment application, cover letter and resume on our website, www. orcca. us or to hr[at]orcca. us. Internal Applicants: Please submit a letter of interest and resume to hr[at]orcca. us. Job Description PRIMARY PURPOSE: Delivery of high quality child and family services as defined by the Head Start Performance Standards, State Licensing Rules, program work plans, program goals, and other funding rules and regulations. Oversight of the day-to-day operations of the classroom, serving children ages three to five and their families. Maintain quality environments with attention to safety and health prevention measures. ESSENTIAL JOB FUNCTIONS (Reason position exists is to perform these functions): EDUCATIONPromote children's growth and development by providing responsive care, effective teaching practices, and an organized learning environment. Utilize Creative Curriculum to fidelity to provide quality, developmentally appropriate indoor and outdoor learning experiences in alignment with the ELOF and school readiness goals. Ensure all learning environments include age-appropriate supplies, materials, equipment and space, including accommodations for children with disabilities, with periodic changes to support interests, development and learning. Use positive guidance strategies to support social-emotional and behavioral health. Use routines, including hand washing and transitions between activities, as opportunities for strengthening development, learning and skill growth. Complete ASQ-3 and ASQ-SE screening tools with parents. Share purpose and results of all screenings and ongoing assessments. Promptly facilitate referrals, with parent consent, for further evaluation, if warranted through screenings, parent feedback, teacher observation, or ongoing assessment. Complete TS GOLD Child Assessments and utilize information to set child goals and individualize lesson plans and home visit strategies. Integrate TS Gold Assessment data in individual and group planning Complete vision and hearing screenings for each enrolled child. Identify emergent or recurring developmental, medical, oral or mental health concerns. HEALTHFollow Universal Precautions in the event of exposure to blood/bodily fluids. Follow posted diapering, toileting, and handwashing procedures. Intentionally integrate physical activity into daily lesson plans. Complete daily health checks to identify symptoms of illness requiring exclusion. Remove child from direct contact with other children and contact parents to pick up children who have emergent symptoms. Properly store and administer medication. Complete medication administration training as needed. Assist children in brushing their teeth at least one time daily after meals and facilitate swish and swallow. Ensure classrooms, equipment and materials are cleaned and sanitized according to policies and procedures. Provide information to families about preventative medical and dental care. Assist families with information and support related to ongoing access and follow-up. Notify parents of infectious disease outbreak. SAFETYEnsure children are supervised at all times and never left alone with volunteers. Ensure children are signed in and out of class and bus and released only to authorized adults. Ensure a daily classroom and playground safety check is completed. Maintain appropriate ratios and group size at all times. INCLUSIONEnsure culturally and linguistically appropriate materials are available in classrooms. Partner with Early Intervention/ECSE providers to deliver appropriate services. Attend and provide input and family support, as requested, at IFSP meetings. Provide English Language Skills and Home Language Assessments for children whose primary language is not English. Provide high quality, supportive environments and tiered supports, as outlined in the Pyramid Model. Provide families with information regarding language development, including dual language development. Identify and plan for special health needs, including asthma, diabetes, emotional or other conditions that may require additional service provisions. ATTENDANCETrack daily attendance for each child. Contact parents within one hour of class start, if a child is unexpected absent. Promote strong attendance habits with information/education to parents. Conduct a home visit for children with two or more consecutive unexcused absences. Provide individualized attendance support for families, including direct contacts, intensive case management, attendance plans, etc. NUTRITIONProvide family-style meal service with sufficient time for children to eat. Sit with children to provide supervision, socialization and choking prevention during meals. Follow food safety guidelines for all food service. Ensure children have access to safe drinking water throughout the program day. PARENT and FAMILY ENGAGEMENTConduct 2 educationally focused home visits in the family's home environment with assigned families per year. Conduct 2 parent-teacher conferences with assigned families per year. Support parents as primary educators of their child. Provide support and information to families during referral, evaluation, and IFSP meeting processes. Regularly share information with families regarding their child's routines, activities, and behaviors (conversations, phone calls, notes home, etc) Provide information to families in understandable formats, including individuals with low literacy, and provided in the family's primary language. Use translated materials and qualified bilingual staff or consultants. Utilize interpreters if staff is not available. Welcome parents into facilities during program hours and provide opportunities for parents to volunteer. Encourage parent participation and invite parents to join meal-times. Engage parents in site parent committees for each center and support Policy Council representatives. Share responsibility with Family Engagement Specialist in planning and implementing parent meetings and activity days. TRANSITIONSBegin transition planning with parents for EHS-HS transitions six months prior to each child's third birthday to provide transitions as soon as possible after the child turns three, as appropriate. Provide information and support to families related to Kindergarten transitions. Provide classroom activities to support Kindergarten transitions, including classroom visits and activities to familiarize children with transition to Kindergarten. Collaborate with parents, ECSE, and local school districts to support transition planning for children with IFSPs or IEPs. DOCUMENTATION and COMMUNICATIONDocument services provided into appropriate data base systems. Ensure child and family files are complete and up-to-date. Meet federal, state and program documentation requirements with accurate, objective, complete, timely and well organized records. Facilitate on-going communication, promote problem solving and conflict resolution within assigned team(s). Facilitate communication with others by using available technologies (e. g. , phone, fax, e-mail, file sharing) Establish consistent weekly schedule including time for team communication and availability to parents. Collaborate with team members to identify approaches to solving issues, develop follow-up plans, and prepare for home visits and other family contacts. Ensure family confidentiality by limiting conversations about families and access to their records to those directly involved in providing services to them. SUPERVISIONProvide supervision to assigned staff, community and parent volunteers, and practicum students Provide constructive ongoing feedback Conduct evaluations as outlined in the Employee Performance Evaluation ProcessSupport and encourage staff in their professional growth Prepare Teacher Assistant to maintain and carry on in absence of TeacherWork with Area Manager to develop an individualized training plan for supervised staff Complete performance paperwork as required by appropriate program Orient all volunteers to classroom emergency procedures TEAM EXPECTATIONS:Teamwork - We join our individual strengths together creating teams and circles of cooperation to promote innovative thinking and bring opportunity to our community. Partnerships - We create collaborative community partnerships to best leverage all resources available for the benefit of the community. Diversity - We welcome and accept differences and honor our co-workers and clients by treating each person with equality, dignity, and respect. Confidentiality & Ethics - We maintain a high standard of ethics and integrity to respect the confidentiality of clients and staff. Physical Safety - We respond promptly to address health and safety needs or concerns for clients and staff. Communications - We encourage timely, open-minded, respectful, and direct communication to alleviate controversies and foster a safe, productive workplace. Health & Sustainability - Recognizing the importance of physical, emotional, and environmental health, we seek to inspire and model healthy, sustainable living. Public Relations - We recognize that each of us represents the entire agency in our public interactions and strive to act in a consistently professional and unbiased manner. Professional Growth - We provide an environment supportive to personal and professional growth, cross training, and advancement. INDIVIDUAL EXPECTATIONS:Attend staff meetings, center meetings, and/or other workshops/meetings as notified Maintain a positive attitude regarding ORCCA and all its programs along with the Head Start program and philosophy Model behaviors that demonstrate an understanding, acceptance and welcoming of diversity Maintain respect and positive communication regarding all children, families and staff. Maintain confidentiality of client and staff information. Maintain open, two-way communication with staff Accept suggestions and guidance from supervisor and other management staff Seek feedback on job performance and evaluate suggestions and guidance to incorporate in performance Commit to further training. Develop an individual training plan using program tools, as appropriate. Communicate with supervisor regarding any needed changes or concerns with work schedule. Adhere to agency procedures as a mandated child abuse reporter Regular attendance is a requirement of the position. Ability to perform the job with or without reasonable accommodations EXPERIENCE AND EDUCATION REQUIREMENTS: Infant & Toddler Program, including Baby Promise (in order of preference) BA in ECE or BA in related field or higher with 23 ECE quarter credits (15 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Oregon Registry Step 10 or higher with direct experience teaching infant, toddler, or preschool children AA in Early Childhood Education (ECE) or AA in related field with 23 ECE quarter credits (12 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Oregon Registry Step 9 with direct experience teaching infant, toddler, or preschool children Preferred: Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field Minimum Requirements:Current Infant/Toddler Child Development Associate (CDA) with direct experience teaching infant, toddler, or preschool children; or Oregon Registry Step 7. 5 with direct experience teaching infant, toddler, or preschool children Upon hire, enroll in Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field to be completed within 18 months High School Diploma or equivalent also required Additional competencies/preferences:One-year experience working with low-income families preferred One-year experience with home visitation preferred Knowledge of community resources Two years of experience in family support programs or adult education preferred Preschool Program, including Preschool Promise (in order of preference) BA in ECE or BA in related field or higher with 23 ECE quarter credits (15 ECE semester credits) with direct experience teaching infant, toddler, or preschool children Step 10 or higher on the Oregon Registry with direct experience teaching infant, toddler, or preschool children AA in Early Childhood Education (ECE) or AA in related field with 23 ECE quarter credits (12 ECE semester credits) with direct experience teaching infant, toddler, or preschool children (preference given to applicants enrolled in BA program) Step 9 on the Oregon Registry with direct experience teaching infant, toddler, or preschool children (preference given to applicants enrolled in BA program) Preferred: Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field Minimum Requirements:Current Preschool Childhood Development Associate (CDA) with direct experience teaching infant, toddler, or preschool children (Upon hire, must be enrolled in AA/BA program and with a federal waiver to be completed within 3 years) Oregon Registry Step 7. 5 and with direct experience teaching infant, toddler, or preschool children (Upon hire, must be enrolled in AA/BA program and with a federal waiver to be completed within 3 years) Upon hire, enroll in Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field to be completed within 18 months High School Diploma or equivalent also required Additional competencies/preferences:One year of experience working with low-income families preferred. One year of experience with home visitation preferred. Knowledge of community resources. Experience with special needs children preferred. Two years of experience in family support programs or adult education preferred WORK ENVIRONMENT:Geographic Area: Coos, Curry, and Coastal Douglas Counties; Primary Worksite:May lift items up to 51 pounds with or without reasonable accommodations. Access to indoor office, in a climate-controlled environment; may not have access to sunlight. Regular activities outside in a non-climate controlled environment. Regular kneeling, bending, stooping and sitting on the floor. Regular walking and standing for prolonged periods of time. Occasional events outside of the office at irregular hours will be required. Attendance at off-site staff training events will be required. Driving to home visits will be required if a function of the position. OTHER REQUIREMENTS:Must be enrolled in the Oregon Department of Education-Ch

Title: AVID Tutor - Student Worker Reports To: AVID Site Coordinator, Principal Department: Student Worker Bargaining Unit: OSEA 33 Management CBEA Confidential x Unrepresented Hours / FTE: Part Time hourly No. of Work Days: TBD Salary Schedule: $14.05 per hour POSITION DESCRIPTION: AVID Peer Tutors support Marshfield High School's AVID (Advancement Via Individual Determination) program by working with fellow students in small group tutorials. Tutors help guide students through academic challenges using collaborative learning strategies, focusing on questioning, discussion, and critical thinking. This position is designed for current high school students who demonstrate academic responsibility and a commitment to helping others succeed. QUALIFICATIONS: Must be a current Marshfield High School student in good academic standing Strong communication and interpersonal skills Ability to work effectively with peers in a structured environment Demonstrates reliability, responsibility, and a willingness to learn Interest in education, leadership, or mentoring is preferred Basic organizational and problem-solving skills Must be recommended by the AVID Site Coordinator ESSENTIAL DUTIES: Facilitate small group tutorial sessions during AVID class periods using the AVID tutorial process. Guide students in identifying areas of confusion and support them in developing problem-solving strategies. Promote student-centered learning by asking open-ended questions and encouraging peer discussion. Maintain a supportive, respectful, and productive classroom environment. Assist students in various subject areas by helping them engage with their class materials and notes. Collaborate with the AVID Site Coordinator to monitor student progress and provide feedback. Model academic responsibility, positive study habits, and professional behavior. PHYSICAL REQUIREMENTS: Frequency Key: None (N); Occasional - up to 25% of shift (O); Intermittently - up to 50% of shift (I); Frequently - up to 75% of shift (F). Activity Frequency Activity Frequency Bend F Lift/Carry 0-10 lbs. F Twist F Lift/ Carry 11-25 lbs. I Squat F Lift/ Carry 26-40 lbs. O Kneel I Lift/ Carry 40-100 lbs. O Climb O Stand F Reach Above Shoulders O Walk F Grip/Grasp F Sit F Extend/Flex Neck F Drive N Use Dominant Hand F Perform Repetitive Hand Motions F Use Non-Dominant Hand O Keyboard/ Mouse Work F Ability to See F Ability to Hear F Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable. For more information please contact Michelle Barton in Human Resources ***************************** or ************** x 1110 Notice of Non-Discrimination Students, their families, employees and potential employees of the Coos Bay School District 9 are hereby notified that the Coos Bay School System does not discriminate on the basis of perceived or actual race, color, religion, sex, sexual orientation, national or ethnic origin, marital status, age, mental or physical disability, or perceived disability, pregnancy, familial status, economic status, veterans' status in employment, vocational programs, or activities as set forth in compliance with federal and state statutes and regulations. The district prohibits discrimination and harassment, including but not limited to; in employment, assignment and promotion of personnel; in educational opportunities and services offered students; in student assignments to schools and classes; in student discipline; in location and use of facilities; in educational offerings and materials; and in accommodating the public at public meetings.

Classified Special Education Instructional Assistant - Early Intervention / Early Childhood Special Education - Douglas ESD Douglas ESD is accepting applications for a Special Education Instructional Assistant for the Douglas Early Intervention / Early Childhood Special Education department. This position serves the schools of Douglas County, and the location is subject to change. Currently positioned in Green. This position works 155 days per year, 5 days per week, 7.5 hours per day to begin immediately. Summers off! STARTING SALARY: $20.89 - $26.91 per hour (depending on relevant verifiable experience) TO APPLY: Begin the application process by clicking the “Apply” button in the upper right of this announcement. (If you are not viewing this via Applicant Tracking (Applitrack), click **HERE** APPLICATION DEADLINE: 01/14/2026 at 3:00 p.m. JOB SUMMARY: Implements individualized programs, activities and supervision of assigned students with disabilities as directed by classroom teacher. DUTIES: This is not an exhaustive or all-inclusive list of responsibilities, skills, duties, or functions associated with the job. Full job description is attached in Applitrack. Assist with helping students develop positive interpersonal relationships with peers and adults; promoting safety of the students by helping them develop self-confidence and coping skills. Knowledge of and ability to apply appropriate techniques and methods of student supervision and classroom management in setting involving students with moderate to severe learning and/or social/behavioral problems. Ability to assist in the delivery of instructional programs and activities to students who have moderate to severe learning and physical disabilities and/or social/behavioral problems. Ability to work effectively in an environment which can be both physically and emotionally fatiguing. Ability to work with students who may exhibit aggressive behavior as required of specific job assignment. Attends to students' physical needs: mobility, eating, dressing, bath-rooming, diapering and delegable nursing tasks with appropriate training including possible swimming activities. Prepares and cleans-up classroom, playground and student areas. Organize and supervise games and other recreational activities to promote physical, mental, and social development. Utilizes therapeutic interventions as trained, to include performing physical restraints as directed by supervisor or designee. Implement individualized programs with students as directed by supervisor or designee. Types or writes reports, IEPs/IFSPs, and other forms from teacher prepared script. Collects data on programs as directed by supervisor or designee. Completes curriculum-based assessments in classroom or personal homes. Scans assessment into appropriate program as directed by supervisor or designee. Consults and collaborates with staff regarding student's progress. Types or writes reports, IEPs, and other forms from teacher prepared script. Other duties as assigned. QUALIFICATIONS: High school diploma or equivalent required. Experience working in EI/ECSE with children with special needs preferred. Experience (or comparable experience) working as instructional assistant preferred. Willing to learn and use Positive Behavior Intervention & Support (PBIS) Douglas ESD has been awarded the Douglas County Working Parents Award for 2025. Background Check Conducted The Douglas Education Service District's equity vision encompasses its organizational culture and the community we are committed to serving. We envision that across Douglas ESD's geography and programs that people are thriving. We believe by prioritizing diversity, equity, and inclusion, we are building a stronger organization that is innovative, responsive, and in service to our current and next generation of leaders. Douglas ESD policy provides veterans and disable veterans with preference as required by law. Attachment(s): SPED IA - March 2022.docx

MATHEMATICS INSTRUCTOR (POOL) Faculty Part-Time The Mathematics Instructor position is a pooled position and applications will be reviewed on an as needed, on-going basis. Are you someone who is organized and innovative? A self-starter who is motivated, positive, and has a strong desire to help others? If yes, then this is the position for you! As the Faculty Part-Time Mathematics Instructor, you will be responsible for the instruction of mathematics at various levels based on qualifications and departmental need. REVIEW THE JOB DESCRIPTION HERE: **************************************************************************** If you have an interest in coming to work every day to invest in the vitality of our next generations opportunities for career, personal and economic success, we welcome your application. We have the very best students, and our team is looking for the very best colleague to help reach its goals. Bring your energy, diligence, commitment, and collaborative spirit for student success to UCC. REASONS TO WORK HERE The Douglas County community through UCC is building upon 50+ years of rich academic experiences and lives changed through higher education. We are a student-centered, positive working environment that thrives on innovation. We are committed to ensuring that everyone who interacts with our campus feels included, valued, and inspired to fulfill our mission to transform lives and enrich communities. Umpqua Community College is located in beautiful Southern Oregon between the mountains of the Cascade Range to the east and the Coastal Range to the west. Hiking, biking, camping and skiing are a short car ride away and the town is surrounded on all sides by the amazing Umpqua River for fishing and water sports. The area is also home to over 40 wineries and many breweries with a bustling downtown. Roseburg has everything you'd want from a small town and has easy access to the bigger cities of Portland and Eugene by jumping on I-5. Roseburg has live-ability, a friendly feel and is ready to be home to your next career and family adventure. QUALIFICATIONS: * Master's degree in Mathematics or related field from a regionally accredited college or university is highly preferred. * Bachelor's degree in Mathematics or related field from a regionally accredited college or university qualified but may limit possible class assignments. * Community college teaching experience is preferred. * Must be able to pass a fingerprint based national criminal history check. SPECIAL INSTRUCTIONS TO APPLICANTS: For full consideration applicants must submit with their application all of the following: * A cover letter which addresses your interest in Umpqua Community College and how you would excel in this position; * Current resume that includes educational and professional work experience; * A list of 3 professional references listing contact information including email address; VETERANS PREFERENCE Umpqua Community College Honors Veterans Preference Applicants are eligible to use Veterans' Preference when applying with Umpqua Community College in accordance with ORS 408.225, 408.230 and 408.235; and OAR 105-040-0010 and 105-040-0015. Preference will be given only if the applicant meets the minimum criteria of the position and electronically attach the required documentation at the time of application. Documents Required * Member Copy 4 of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) * or... * Letter from the US Department of Veterans' Affairs indicating receipt of a non-service connected pension. Disabled Veterans must also submit a copy of Veterans disability preference letter from the Department of Veterans Affairs. You can request copies of your military service record through the National Archives website. For information regarding Veterans' Preference qualifications, visit ******************* If you wish to self-identify under Section 503 as an individual with a disability, please provide this information by completing Department of Labor Form CC-305 available at ************ Statement of Equal Opportunity Umpqua Community College is an Equal Opportunity Employer. This means that we will extend equal opportunity to all individuals without regard for race, religion, color, sex, national origin, age, disability, handicaps or veterans status. This policy affirms UCC's commitment to the principles of fair employment and the elimination of all vestiges of discriminatory practices that might exist. Employment with Umpqua Community College is contingent upon background check approval.

Are you passionate about nurturing young minds and fostering a love for learning? At Cobb Children's Learning Center, we are always on the lookout for dedicated and enthusiastic Early Childhood Educators to join our community. While we may not have a specific position open at this time, we encourage you to submit your resume and express your interest in future opportunities with us. Who We Are: Cobb Children's Learning Center is a 501(c)3 not-for-profit organization in Southern Oregon committed to providing high-quality, equitable early education. We serve approximately 110 children annually through a child-centered, emergent curriculum. Our team thrives on collaboration, continuous learning, and creating a warm, inclusive environment for children, families, and staff. What We Look For: We are seeking individuals who: Believe in the power of play and inquiry-based learning. Value equity, inclusivity, and positive guidance strategies. Build strong relationships with children, families, and colleagues. Embrace professional development and continuous improvement. Bring creativity, enthusiasm, and adaptability to their role. Preferred Qualifications: A degree or coursework in Early Childhood Education (or a related field). Previous experience working with young children in a professional setting. Familiarity with emergent curriculum or similar educational approaches. Registration in the Oregon Registry Online (ORO) or willingness to become registered. Oregon Early Learning Division licensing requirements (or willingness to meet them). Why Join Us? A supportive, collaborative team environment. Opportunities for growth and professional development. A chance to make a meaningful impact on children's lives and the community. How to Apply: If you're interested in being considered for future Early Childhood Educator opportunities, please submit the following: Your resume highlighting relevant experience and qualifications. A brief cover letter sharing your passion for early education and what makes you an excellent fit for our center. Any relevant certifications or credentials. We look forward to learning more about you and will keep your application on file for future openings. Thank you for considering Cobb Children's Learning Center as your next professional home!