Teaching assistant jobs in Coos Bay, OR

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: 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

Primary Purpose Provide individual and small group tutoring to students in the Tutoring Center and other various locations around campus as needed. Assist students in improving academic achievement by meeting with them on a regular basis to clarify learning problems and work on study skills. Provide class note to students who qualify for accessibility services. Other assistance might include: reviewing class material, discussing the text, predicting test questions, formulating ideas for papers, or working on solutions to problems. Tutoring is a supplement to classroom teaching. Tutors are not expected to know everything about the subject for which they tutor. The Southwestern tutoring program is internationally certified by the College Reading and Learning Association (CRLA). Tutors may earn up to three certifications (Initial, Advanced, and Master) by completing tutor training and tutoring hours. All tutors who wish to work for Southwestern are required to complete tutor training. Description of Essential Functions Tutoring/Supplemental Instruction (90% of Time) * Tutor students in approved subjects. * Support and encourage independent learning by applying training and following expected procedures. * Coordinate meetings and schedules with tutees as appropriate. * Serve as a resource for other tutors in same academic subject. * Complete required Tutor Training courses (ED 136, 137, and 138) during the first year of tutoring. Training courses are offered at no cost and students will earn one credit for each course completed. * Complete and hand in all required paperwork following CRLA guidelines. * Be punctual for all scheduled tutoring sessions. * Conduct self as a representative of the College in a responsible, dependable, honest, and mature manner. * Complete FERPA training within first quarter and adhere to guidelines. If assigned as a note taker: * Take complete and accurate notes for assigned classes. Note takers are to observe and make record of the class, but do not participate in class discussion or other activities. * Be punctual for all scheduled classes sessions as assigned for notetaking. * Maintain confidentiality of student records. Office/Clerical Work (10% of Time) * Answer phone calls and emails regarding tutoring program information. Direct and inform walk-in traffic. * Maintain a clean workspace including front desk area, lounge spaces, tables, study rooms, and computer stations. * Assist students with signing in/out of the Tutoring Center. * Stock supplies and maintain supply inventory of the Tutoring Center. Required Knowledge, Skills and Abilities High School Diploma or equivalent plus earned college credits. Must have earned an "A" or "B" grade in desired tutoring subject and student must be recommended by an instructor. Additionally, tutors must maintain a cumulative 3.0 GPA. Additional Job Information JOB TITLE: Laker Learning Commons TutorLOCATION: Coos Bay CampusFTE:ORGANIZATION: Southwestern Oregon Community CollegePAY LEVEL:Minimum WageEXEMPTION STATUS:Non-exempt PHYSICAL REQUIREMENTS: AttachedREPORTS TO:Director of Adult & Pre-College Education and TutoringCLASSIFICATION: TemporaryREVISION DATE: January 2021 SUPPLEMENTAL INFORMATION Southwestern Oregon Community College only accepts applications through this online application system. We want you to be successful in applying with us. We highly encourage you to complete and submit your application in advance of the deadline. For assistance with this, please ****************. For technical assistance with your application, please call **************. Please note: We recognize that our application process can be lengthy, so before you begin, please read all of the stated requirements to determine if you meet them. Applicants must meet all of the stated minimum/special qualifications and additional requirements to be considered for this position. Based on your responses to the qualifying questions, the system may automatically screen you out from further consideration. Required documents must be provided at the time of application. Please remove any personal information such as photographs, date of birth, gender, social security number, and other protected information from your documents.Documents containing protected information will be considered incomplete. Incomplete applications will not be considered. Positions are subject to budget consideration and approval. For the candidate who is hired into this position, salary placement will be based on guidelines in administrative policies and procedures or collective bargaining agreements (as applicable). For this reason, please be sure to include everything in your application that you want the college to consider towards placement. The college does not sponsor employees in the visa application process if they intend to use this as their means to work in the United States. This means that all required work visas must be in place and supported by appropriate evidence to be employed by Southwestern. Final candidates will be subject to a criminal background check as part of the employment process. * ------------------------------------------------------------------------------------------------------------------- REASONABLE ACCOMMODATION STATEMENT Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this job. This job description is a general description of essential job functions.It is not intended as an employment contract nor is it intended to describe all responsibilities, skills, effort, or work conditions associated with the job someone in this position would perform. All employees of Southwestern Oregon Community College are expected to perform tasks as assigned by Southwestern Oregon Community College supervisory/management personnel regardless of job title or routine job duties. * ------------------------------------------------------------------------------------------------------------------- VETERAN'S PREFERENCE STATEMENT Applicants are eligible to use Veteran's Preference when applying with Southwestern Oregon Community College in accordance with ORS 408.225, 408.230 and 408.235; and OAR 105-040-0010 and 105-040-0015. Preference will only be given if the applicant meets the minimum qualifications and any special qualifications for 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 Dept. of Veterans Affairs indicating a non-service connected pension. * Disabled Veterans must also submit a copy of their Veterans disability preference letter from the Department of Veterans Affairs. * You can request copies of your military service record through the National Archives website at:********************************************************** For information regarding Veteran's Preference qualifications, visit the following website:***************************************************** NON-DISCRIMINATION It is the policy of Southwestern Oregon Community College Board of Education that there will be no discrimination or harassment on the grounds of race, color, gender, marital status, sexual orientation, religion, national origin, age, political affiliation, parental status, veteran status or disability in any educational programs, activities or employment. Persons having questions about equal opportunity and nondiscrimination should contact Vice President of Administrative Services in Tioga 512.Phone ************ or TDD ************. All other issues, concerns, and complaints should also be directed to the Vice President of Administrative Services for referral to the appropriate Manager. Annual Campus Crime/Annual Fire Safety (Clery Act) Report The "Jeanne Clery Disclosure for Campus Security Policy and Campus Crime Statistics Act" (formerly the Campus Security Act) is a federal law that requires institutions of higher education to disclose campus security information, including crime statistics for the campus and surrounding area. As a current or prospective Southwestern student or employee, you have a right to obtain a copy of this information. You may review this information here:Annual Campus Crime/Annual Fire Safety (Clery Act) Report. You may also obtain a hard copy of this information upon request by contacting Administrative Services at ************.

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.

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.

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!

Job Description Primary Location Siuslaw Elementary School Salary Range $16.55 / Hourly Shift Type Full Time

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

Title: Classroom Assistant Program: South Coast Head Start Reports to: Teacher/Advocate HR Contact: ************** Pay Level: Starting at $15.20 hourly, DOE Staff Supervised: None FSLA Status: Non-exempt from overtime Effective: 6/09/2021 Position Type: Part-Time, Seasonal Revised: 6/09/2021 External Applicants: Please submit an employment application, cover letter and resume on our website, ************ or to **************. Internal Applicants: Please submit a letter of interest and resume to **************. 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. Maintain quality birth to five environments with attention to safety and health prevention measures. Assist the Teaching Team in providing the best possible classroom experience for all children. ESSENTIAL JOB FUNCTIONS (Reason position exists is to perform these functions): Promote children's growth and development by providing responsive care, effective teaching practices, and an organized learning environment. Clean, sanitize and disinfect classrooms, equipment, and materials according to policies and procedures. Complete additional tasks and job duties as assigned by supervisor. Utilize The Creative Curriculum to fidelity to provide quality, developmentally appropriate indoor and outdoor learning experiences in alignment with the ELOF and school readiness goals. Use positive guidance strategies to support social-emotional and behavioral health. Perform teacher job duties in the temporary absence of the Teacher Assistant. Ensure all Health & Safety policies and procedures are being followed and implemented, including handwashing, toileting and diapering, daily health checks, properly store and administer medication, and help facilitate oral hygiene in the classroom. Use routines, including hand washing and transitions between activities, as opportunities for strengthening development, learning and skill growth. Identify emergent or recurring developmental, medical, oral or mental health concerns. Ensure 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. Perform classroom and playground safety check, if assigned. Maintain appropriate ratios and group size at all times. Ensure culturally and linguistically appropriate materials are available in classrooms. Provide high quality, supportive environments and tiered supports, as outlined in the Pyramid Model. Provide family-style meal service with sufficient time for children to eat; sit with children to provide supervision, socialization and choking prevention during meals; encourage parent participation and invite parents to join mealtimes. Ensure children have access to safe drinking water throughout the program day. Support parents as primary educators of their child. Welcome parents into facilities during program hours and provide opportunities for parents to volunteer. Engage parents in site parent committees for each center and support Policy Council representatives. Document services provided into appropriate data base systems. Meet federal, state and program documentation requirements with accurate, objective, complete, timely and well-organized records. Participate in 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. 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. BUS MONITOR (if applicable) Complete required bus monitor training. Receive direction from the Bus Driver to ensure a safe transportation system. Ride bus to and from class and on field trips: greet children and parents, share information, perform health check, and monitor children's behavior for safety at all times. Monitor emergency information changes and notify team of those changes. 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. 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, including Baby Promise (in order of preference) Infant/Toddler Childhood Development Associate (CDA) credential Oregon Registry Step 7 or higher Enrolled in Infant/Toddler Childhood Development Associate (CDA) credential Minimum Requirements: High school diploma or equivalent Additional competencies/preferences: Paid experience working with infants/toddlers preferred Preschool Preschool Childhood Development Associate (CDA) credential Oregon Registry Step 7 or higher Minimum Requirements: High school diploma or equivalent (Upon hire, must be enrolled in CDA program to be completed within 2 years) or High school diploma or equivalent (Upon hire, must be enrolled in AA program with professional development plan to achieve Oregon Registry Step 7 or higher within 2 years) Additional competencies/preferences: Paid experience working with preschoolers 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. Some travel-Required ODL and proof of insurance (ORCCA Policy). OTHER: Must be enrolled in the Oregon Department of Education-Child Care Division Central Background Registry at time of hire and update it as required. Pediatric First Aid/CPR Certification within 30 days of hire and update it as required. Oregon Food Handler's card or ServSafe Food Safety Certification (prior to meal service) within 30 days of hire and update it as required. Health Appraisal within 30 days of hire and update it as required. A current Oregon Driver's License is required. Proof of automobile liability insurance [at] $100,000/300,000 liability limits and maintain such limits. Reliable transportation for getting to work. Must be free from illegal drugs, may be subject to suspicion testing. NOTE: The specific statements reflected in each section of this position description are not intended to be all-conclusive, but rather the basic elements and criteria considered being necessary in order to satisfactorily perform the duties associated with the position. Your employment with ORCCA is at will. This means your employment is for an indefinite period of time and it is subject to termination by you or Employer with or without cause, with or without notice, and at any time. Oregon Coast Community Action is an Equal Opportunity Employer. ORCCA does not and shall not discriminate on the basis of race, color, religion, creed, gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operation. Please inform Human Resources at ************ or ************** if you require a reasonable accommodation in order to perform the essential functions of this job.

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.

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

Job DescriptionSalary: 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 Childrens 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 childrens lives and the community. How to Apply: If youre 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 Childrens Learning Center as your next professional home!

: 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

.875 FTE - 35.00 hours per week supports our Social Emotional Learning classroom Qualifications: Completed at least two years of related college education, an AA degree, or meet the Highly Qualified requirements Prior successful experience working in a school setting or with young children strongly preferred Ability to communicate fluently verbally and in writing in English. Ability to effectively present information and respond effectively to questions in one-on-one, small and large group situations to students and other school staff. Ability to verbally respond to common inquiries from students. 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. Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. General knowledge of computer usage and ability to use e-mail, internet software and word processing software. Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions. Hold a valid first aid card, or the ability to get one, if necessary Performance Responsibilities: Assists students with lesson assignments in reading, math and/or writing. Assists students with developing social and emotional skills to be successful in the classroom. Monitors and assists in the progress of students' abilities in math, writing and reading as directed by teacher. Reads to students, listens to students read, and participates in other forms of oral communication with students. Assists the teacher in developing educational materials (copying, laminating, etc). Assists the teacher in the set-up and maintenance of the classroom, materials and supplies. Assists with loading and unloading children from buses, transitioning kids from classroom to lunchroom, music, recess, library, etc. Interacts thoughtfully and courteously with students, staff and parents and resolves conflict in a professional manner. Appropriately maintain and secure confidential records and inquiries. Performs physical labor as required. Maintains regular attendance in order to preserve continuity. Performs other duties as assigned by Teacher, Principal and/or Supervisor. This position does provide a district contribution toward medical, dental and vision benefits Salary Range: B/C Depending on experience Closing Date: Open until filled For more information please contact Michelle Barton in Human Resources ***************************** or ************** x 1110 No employee or applicant for employment shall be subject to discrimination because of race, color, religion, national origin, sex, age, or disability. Coos Bay Public Schools complies with the Immigration Reform and Control Act of 1986 as amended, and the Americans with Disabilities Act of 1991. Coos Bay Public Schools is an Equal Opportunity Employer and provides a Drug Free and Alcohol Free Workplace. Drug Testing may be a requirement for employment. Speech/Hearing impaired persons may contact the District for assistance through the Oregon Telecommunication Relay Service at **************.

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.

Licensed Temporary 6th Grade Teacher - Yoncalla School District Yoncalla School District is seeking a full-time Temporary 6th Grade Teacher at Yoncalla Elementary School for the remainder of the 2025-26 school year. To Apply: Complete an application 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: 01/05/2026 at 3:00 p.m. Employment Rewards: Competitive salary: $48,048- $81,134 per year. Based on the 2025-26 salary schedule. District picks up 6% PERS Excellent benefit package Job Summary: To help sixth grade students learn subject matter and/or skills in a positive atmosphere that will result in their development as responsible, respectful, and independent learners. Duties: This is not an exhaustive or all-inclusive list of responsibilities, skills, duties, or functions associated with the job. Plans a developmentally appropriate program of study that meets the individual needs, interests and abilities of students and aligns to state standards of learning while fitting into the goals and mission of the district. Creates a classroom environment that is conducive to learning and appropriate to the development and interests of students. Establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. Effectively communicate appropriate consequences for misbehavior. Administers state and federal tests in accordance with established rules and procedures. Assesses the accomplishments of students on a regular basis by using formative and summative assessments and provides individual feedback on reports as required. Advocates for children and actively embrace community involvement. Identifies possible learning-related disabilities of students, documents as necessary, provides intervention, and seeks the assistance of district specialists as needed. Develop and maintain positive, appropriate professional relationships with students and recognize necessary boundaries in interacting with students. Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedure and maintains order in the classroom in a fair and just manner. Plans purposeful assignments for teacher aid(s) and/or volunteer(s) and provides job performance feedback to administrators as appropriate. Uses computer technology for specified program tasks and for use with students as needed for instruction or communication. Achieves professional growth as directed by the District and through consultation with District support staff and attendance at building and District in-service meetings and approved workshops and classes. Maintains all licenses and requirements needed to maintain your professional standing and the requirements to complete all assigned reports. Education and/or Experience: Applicants must hold or qualify for an Oregon Teaching Certificate, with subject area endorsement and grade level authorization. Standard First Aid certification, or the ability to obtain certification within two months of hire, may be required. Background check conducted. Equal employment opportunity and treatment shall be practiced by the district regardless of race, color, national origin, religion, sex, sexual orientation, age, marital status, veterans' status, genetic information, and disability if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position.

: 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

Title: Educational Assistant - Elementary Reports To: Building Admin, Lead Teacher Department/ Location: Millcioma School Bargaining Unit: x OSEA 33 CBEA Management Unrepresented / Confidential Hours / FTE: 0.875 FTE No. of Work Days: 186 Salary Schedule: B Job Category: ? Classified ? Licensed POSITION DESCRIPTION: This position assists general education teaching staff in classroom and community settings by performing instructional tasks in small groups and one-on-one settings and provides student supervision. QUALIFICATIONS: Completed at least two years of related college education, an AA degree, or meet the Highly Qualified requirements Prior successful experience working in a school setting or with young children strongly preferred Ability to communicate fluently verbally and in writing in English. Ability to effectively present information and respond effectively to questions in one-on-one, small and large group situations to students and other school staff. Ability to verbally respond to common inquiries from students. 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. Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. General knowledge of computer usage and ability to use e-mail, internet software and word processing software. Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions. Hold a valid first aid card, or the ability to get one, if necessary PERFORMANCE RESPONSIBILITIES: Assists students with lesson assignments in reading, math and/or writing. Assists students with developing social and emotional skills to be successful in the classroom. Monitors and assists in the progress of students' abilities in math, writing and reading as directed by teacher. Reads to students, listens to students read, and participates in other forms of oral communication with students. Assists the teacher in developing educational materials (copying, laminating, etc). Assists the teacher in the set-up and maintenance of the classroom, materials and supplies. Assists with loading and unloading children from buses, transitioning kids from classroom to lunchroom, music, recess, library, etc. Interacts thoughtfully and courteously with students, staff and parents and resolves conflict in a professional manner. Appropriately maintain and secure confidential records and inquiries. Performs physical labor as required. Maintains regular attendance in order to preserve continuity. Performs other duties as assigned by Teacher, Principal and/or Supervisor. 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. F Squat F Lift/ Carry 26-40 lbs. I Kneel F Lift/ Carry 40-100 lbs. I Climb O Stand F Reach Above Shoulders I 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 F Keyboard/ Mouse Work F Ability to See F Ability to Hear F ENVIRONMENTAL ELEMENTS: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The work environments combine a standard classroom setting including standard classroom equipment (assistive technology, copier, phone, Chromebook or computer, audio/visual equipment etc.) in a standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to blood borne pathogens and/or physically and emotionally dysregulated students. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 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.

COURSE ACCESS ASSISTANT (POOL) Student Worker The position of Course Access Assistant 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 Student Worker in the position of Course Access Assistant, your primary role shall be to assist students with disabilities to perform tasks that are a required component of their course. You do not do the work for the student, but you may manipulate materials, write or complete other course related tasks such as assisting with retrieving material from backpacks and taking notes. The note-taker will take notes of classroom lectures, class discussions, and other oral and written communication by instructors and classmates for students with a disability which prevents them from taking adequate notes. REVIEW THE JOB DESCRIPTION HERE: **************************************************************************** We need a student worker that understands the importance of their role. If you are looking to gain experience, knowledge and skills that you can apply towards your career, while making a positive impact in a professional environment. 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. * Candidates must be dependable and responsible, possessing good communication skills. * Organized, customer service skills, ability to maintain strict confidentiality, and willingness to be part of a student support team. * Willing to train. 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.