Teaching assistant jobs in Oregon - 1,380 jobs

JOB INFORMATION The ECE Teaching Assistant position supports the delivery of a developmentally appropriate learning experience for pre-school age children enrolled in the ECE lab school. This position works as a valued part of a team supporting lead teachers, ECE faculty, and college students to create a warm and supportive learning atmosphere for children and families. Chemeketa is a proud Hispanic-Serving Institution that aspires to be an inclusive environment where we honor and value the unique contributions of our diverse students, employees, and community. We seek to foster cultural competence and pursue equitable solutions that support all students in achieving their educational goals. If you are interested in joining the work of the college to pursue a supportive and inclusive culture, we encourage you to apply. When applying for this position, please attach the electronic documents listed below. Failure to do so will result in your application being rejected as an incomplete application. Any documents you provide that are not listed will not been seen by the Search Committee. * Unofficial Transcripts -An electronic copy of your academic transcript(s) from an accredited institution which clearly indicate the degree awarded, and any other applicable information, must be attached with your application if you would like it considered as part of your eligibility for the position. Any applicants who earned academic credentials from outside of the United States and wish to use those credits for consideration must also upload an evaluation of college credit earned at the non-U.S. institution. DUTIES & RESPONSIBILITIES Instructional Support * Assists in planning, implementing and supervising constructivist classroom including developmentally appropriate guidance, environment, activities, and group gatherings * Models care and education of young children for college students in a manner consistent with Early Childhood Education Program coursework and philosophy * Assists in providing immediate feedback to practicum students; completes these duties in the absence of Instructional Specialist * Provides input for instructor evaluation of practicum students * Communicates with parents regarding children's daily activities and behavior in a manner consistent with Early Childhood Education Program coursework and philosophy * Assists in organization and offering of parent education and communication program * Participate in Parent Resource Center operation Lab/Facilities Assistance * Maintains safe, clean and orderly facility and educational resources * Implements plans for facility organization * May help prepare snacks and meals according to Child Development Center and State licensing guidelines * Follows guidelines established for licensed child care centers in the State of Oregon and maintains all required individual certifications, including, but not limited to, Oregon Child Care Registry, ORO, Food Handler's Card, and First Aid/CPR Program Responsibilities * Models communication and professionalism in a manner consistent with Early Childhood Education Program coursework and philosophy * Participates in staff development activities to maintain knowledge base of best practices * Maintains required state certifications Institutional Expectations * Embraces diversity and actively collaborates effectively with a variety of students, staff and the public from diverse cultural, social, economic and educational backgrounds * Participates in recruitment and retention of students at an individual and institutional level in promotion of student success * Embraces, understands and uses appropriate technology tools to accomplish job functions * Provides high quality, effective service to internal and external customers through continuous improvement and adoption of lean office practices CANDIDATE QUALIFICATIONS Your application will be scored based on the minimum qualifications, core competencies, and preferred qualifications listed below. If you are unsure whether you meet all of the qualifications , we encourage you to apply and address through your application materials all of the relevant education, transferable skills, and related experience that makes you a great candidate for this position.The information provided on your application will be used to determine step placement upon hire. Please ensure you include all information on your application which you wish to be considered. Minimum Qualifications: This level requires an equivalency of two (2) years of full-time work experience that reflects the knowledge, skills and experience to perform the essential functions listed above This is typically achieved through an Associate's Degree or two (2) years of full-time work experience which reflects the knowledge, skills and experience to perform the essential functions listed above. An Early Childhood Education Certificate of Completion (or equivalent) * ----OR----- A minimum of 40 quarter credits in early childhood education and/or human development will apply towards the requirements listed above. Core Competencies: * Bicultural/multicultural skills sufficient to select appropriate behaviors, values and attitudes within different cultures during interactions with others. Preferred Qualifications: * Associate degree from an accredited institution in Early Childhood or related field (Child Development, Child & Family Studies, Family & Consumer Science) * College lab school experience as student or staff member * Six months experience working as part of a team with pre-school and/or kindergarten-aged children in a developmental program setting * Bilingual/bicultural * Ability to communicate effectively in writing * Knowledge of constructivist theory and developmentally appropriate practices * Bilingual English/Spanish ADDITIONAL INFORMATION SCHEDULE & MODALITY This position is not eligible for remote/hybrid work. TERMS OF EMPLOYMENT * This is a 100%, 10-month classified assignment at pay grade 9 * This position has a 6-month probationary period * All positions at Chemeketa are required to be available for work onsite as requested by the college. * Requires flexible work schedule to meet program needs, which may include evenings and/or weekends * This position may require the use of your personal vehicle for transportation between campus locations * If requested, requires the provision of official transcripts upon hire * Employees must maintain Oregon, Washington or Idaho residency as a condition of employment. * Successful applicants for designated positions must successfully pass a background inquiry, which may include criminal, driving, credit and full background checks. Only information relevant to the position will be considered. An individual with negative information on their background inquiry will not necessarily be denied employment. * Providing false information will result in rejection of an application, employment offer or dismissal PHYSICAL REQUIREMENTS Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. Even though weight lifted may be negligible, it may be rated light work if frequent walking and/or standing is required. VETERANS' PREFERENCE Applicants are eligible to use Veterans' Preference when applying with Chemeketa 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. For information regarding Veterans' Preference qualifications, visit ***************************************************** DOCUMENTS REQUIRED FOR VETERANS' PREFERENCE * One of the following: * 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 receipt of a non-service connected pension -OR- * Certification that discharge or release from active duty under honorable conditions will take place not later than 120 days after the submission of the certificate * In addition to one of the above documents, Disabled Veterans must also submit one of the following: * A copy of their Veterans disability preference letter from the Department of Veterans Affairs -OR- * Certification that medical separation from active duty under honorable conditions will take place not later than 120 days after the submission of the certificate. You can request copies of your military service record through the National Archives website at ********************************************************** * PleaseNote:As part of the first round of screening, the committee will conduct an anonymous review of the application materials and will not be able to view any personally identifiable information. Please be sure that your application is complete and thoroughly depicts how you meet the minimum qualifications, core competencies and preferred qualifications.Required documents must be provided at the time of application. Any applications which do not have the required documents attached will be considered incomplete. Incomplete applications will not be considered. Chemeketa makes employment decisions based solely on the candidate's demonstrated competencies as related to successful performance in the position. PUBLIC SERVICE LOAN FORGIVENESS Chemeketa Community College is considered a qualifying public employer for the purposes of the Public Service Loan Forgiveness Program. Through the Public Service Loan Forgiveness program, full-time employees working at the College may qualify for forgiveness of the remaining balance on Direct Loans after 120 qualifying monthly payments under a qualifying repayment plan. Questions regarding your loan eligibility should be directed to your loan servicer or to the US Department of Education. LEGAL COMPLIANCE Chemeketa Community College prohibits unlawful discrimination based on the following: Or any other status protected by federal, state, or local law in any area, activity or operation of the College. The College also prohibits retaliation against an individual for engaging in activity protected under this policy, and interfering with rights or privileges granted under federal, state or local laws. Under College policies, equal opportunity for employment, admission, and participation in the College's programs, services, and activities will be extended to all persons, and the College will promote equal opportunity and treatment through application of its policies and other College efforts designed for that purpose. 504/ADA Coordinator for Students For concerns, inquiries or complaints regarding student disability accessibility and accommodations, please contact Karen Alexander, Director of Student Accessibility and Testing Services. Ph: ************ Section 504/ADA Coordinator for Employees For concerns, inquiries or complaints regarding employee disability accessibility and accommodations, please contact Alice Sprague, Vice President of Governance & Administration. Ph: ************ Persons having questions or concerns about Title IX, which includes gender-based discrimination, sexual harassment, sexual violence, gender-based violence, and stalking, please contact the Title IX coordinator, Jon Mathis. Ph: ************, Located at 4000 Lancaster Dr. NE, Salem, OR 97305, You can find additional information at ******************************** All persons having questions or concerns related to Equal Employment Opportunity or Affirmative Action should contact the Affirmative Action Officer at ************, 4000 Lancaster Dr. NE, Salem OR 97305. Individuals may also contact the U.S. Department of Education, Office for Civil Rights (OCR), 810 3rd Avenue #750, Seattle, WA 98104, ************. To request this publication in an alternative format, please call ************. For language access please call ************ or email ***************************.

Teach private pickleball lessons and group programming. Coordinate pickleball leagues and mixers. Embrace and execute student centered learning and rally based teaching. Grow your book and revenue to meet and exceed personal and department financial goals. Demonstrate member centric customer service to encourage repeat business and referrals. Job Duties/Responsibilities Monitors, demonstrates, and instructs students during pickleball lessons on proper techniques, tactics, and strategies to improve their overall pickleball game. Personally teaches on court on average 30+ hours per week. Develops safe, professional, and comprehensive pickleball lessons and programs to ensure students develop along a pathway that will encourage continued involvement and a positive Net Promoter Score. Creates exceptional member experiences by involving members with programs, tournaments, and special events, fully utilizing available marketing support and tools, and ensures the pickleball facilities and equipment used for pickleball are clean, organized and in good working condition. Participates in the system wide sales effort with Membership Advisors and Member Activities, ensuring pickleball is an integral component of the Life Time brand. Attends specific meetings related to pickleball. Minimum Required Qualifications Excellent customer service skills, friendly, outgoing, and positive attitude Thorough knowledge of the game of pickleball and possesses effective teaching styles and techniques Excellent communication, time management, and organization skills Comfortable working with all age groups and building positive relationships with members and team members Ability to sit, stand, walk, reach, climb and lift up to 50 pounds Education: HS Graduate or Equivalent Years of Experience: 1-2 Years Licenses / Certifications / Registrations: Within 6 months of hire must completed one of the following certifications: International Pickleball Teaching Professional Association (IPTPA) and/or Professional Pickleball Registry (PPR) Preferred: CPR and AED Certified Life Time is a place for everyone. As an organization, we are committed to an inclusive, diverse and equitable workplace that respects and celebrates the unique contributions of each individual while ensuring we remain an equal opportunity employer that recruits, hires, trains and promotes based on merit and qualifications.

Classified Lincoln County School District is accepting on-line applications for a 21st Century Program Teaching Assistant/West Area. Position located primarily at Sam Case. The primary purpose of this position is to assist the Site Coordinator in facilitating a comprehensive after-school STEAM (Science, Technology, Engineering, Art, Mathematics) program as part of the 21 st Century Community Learning Center (21 st CCLC). Each Teaching Assistant will help monitor students and work with Middle School Volunteers and High School Cadets engaged in the program. Essential job duties and responsibilities may include, but are not limited to: Coordinates 21 st Century program for students and/or parents at assigned site through collaboration with staff, students, parents/guardians, and identified community partners. Monitors students' arrival and departure, assists with snacks, tutoring and enrichment activities as needed. Responsible for program volunteers and ensuring compliance with district processes. Collects and monitors attendance records for students and staff. Data entry and monitor data collection system in cooperation with the evaluator and Project Director. Assists with managing funding from district and partner agencies in accordance with funding requirements. Schedules appropriate educational activities and programs (including areas of Science, Technology, Engineering, Arts and Math) at the after school program and family involvement nights. Monitors classes, program activities, and program operations to ensure effectiveness, efficiency, and safety. Responds to questions and other information requests from parents, participants, public, staff, and administration. Manages student behavior issues as needed, takes appropriate action, and contacts parents and Project Director. Demonstrates an awareness of and sensitivity to multicultural and multilingual values and environments. Follows all safety rules and takes all reasonable precautions to provide a safe and secure working environment for all department employees. Demonstrates support for District Core Values, District Mission, District Strategic Plan, and School wide Improvement Plans. Complies with professional development activities as required by the District. Establishes and maintains a positive and respectful learning environment and working relationship with students, staff, administration, parents/guardians, and community members. Maintains the integrity of confidential information relating to a student, family, colleague, or district patron, and uses or relays academic, social, or personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved. Qualified applicants will be asked for an interview and must provide a resume and at least 2 letters of recommendation. Upon selection, employees will be required to complete a background clearance including fingerprinting. This will be 10-17.5 hours per week - after school program. Typical hours would be 2:30-5:45 Monday, Tuesday, Thursday, Friday and Wednesdays from 1:30-6:00. Bilingual English/Spanish preferred. Starting Salary: $17.59 - $19.42 per hour Must meet NCLB requirement at time of hire. Closing Date: All classified positions are posted for 5 business days, but may be extended if not filled within the 5 day period. NON-DISCRIMINATION: Lincoln County Schools shall promote non-discrimination and an environment free of harassment based on an individual's race, color, religion, sex, gender identity, sexual orientation, national origin, disability, marital status or age or because of the race, color, religion, sex, gender identity, national origin, disability, marital status or age of any other persons with whom the individual associates.

Our after-school learning center in Lake Oswego is in need of a Lead Early Learning Teaching Assistant. This is a part-time year-round position. Our center closes four weeks spread over the course of the year. Hours are: * Mondays, Tuesdays, Wednesdays, Thursdays: 2:15 to 6:30 pm * Saturdays: 10 am to 1 pm Experience working with young children ages 3 to 7 is preferred and a background check is required. Candidate must be able to: * Fully understand and implement the math and reading curriculum * Have strong communication skills * Inspire and motivate young children * Guide and teach proper classroom behavior Strong elementary reading and math skills are needed along with being comfortable communicating the aims of the curriculum to children and their parents. Listing Type On-Site Categories Education Position Type Part Time Experience Level Mid Level Employer Type Direct Employer Salary Min 20 Salary Max 23 Salary Type /hr.

This is an itinerate teaching position that will serve as a teacher for all grade levels, grade/subject will depend on the need for the day. Teaching location will be Gilchrist Elementary but this position may be asked to travel to other KCSD locations if there is a coverage need. This job applies to elementary teachers, unless otherwise identified by a specific teaching assignment in an alternate job description. Additional responsibilities and qualifications may be added for a specific position by the supervisor. Physical ability to adhere to OSHA and district safety regulations. Work within the district's communicable disease control plan (blood borne pathogens) and be aware of the existence and potential exposure to hazardous chemicals as identified on the SDS sheets. Responsibilities include student safety and security. ESSENTIAL JOB RESPONSIBILITIES (Not Necessarily Limited To) 1. Understand how learners grow and develop cognitively, linguistically, socially, emotionally, and physically. 2. Design and implement developmentally appropriate and challenging learning experiences which allow learners to use critical thinking, creativity, and collaborative problem solving and promotes mastery of curriculum content. 3. Ensure learning environments are inclusive and mindful of individual differences and diverse cultures and communities. 4. Create environments that support individual and collaborative learning. 5. Use a variety of instructional strategies, techniques, and discussions which promote a deep understanding of content areas and their connections. 6. Implement Common Core and District adopted curriculums with fidelity, rigor, purpose, and planning. 7. Communicate student progress and concerns with parents/guardians. 8. Understand and use multiple assessment methods to engage learners, monitor learner progress, and guide instruction. 9. Implement classroom procedures that foster management of student behaviors while maintaining respect and rapport. 10. Set rigorous learning goals for students. 11. Grow and develop professionally to ensure current methodologies are being used and professionalism is demonstrated. 12. Supervise and support volunteers, paraprofessionals, and others in a positive way. 13. Supervise students and assist in maintaining a safe environment at all times. 14. Maintain accurate records and communicate both written and verbal information effectively. 15. Uphold regular attendance at work and work activities. 16. Attend work dressed and groomed in a neat, clean, appropriate manner for the assignment and work setting. 17. Maintain the integrity of confidential information relating to a student, family, colleague, or district patron. 18. Maintain professional boundaries with students, including use of appropriate language, appropriate physical contact, and the use of technology such as email, text messages, or social networking internet sites. 19. Effectively use technology including internet, email, and electronic communications to enhance instruction and student learning. 20. Follow all District and supervisor policies and directives. 21. Comply with applicable state, local and federal laws, rules, and regulations. 22. Adhere to all standards established by Teachers Standards and Practices Commissions (TSPC) for the Competent and Ethical Educator. 23. Adhere to all Oregon Administrative Rules, related to licensed educators inclusive of Mandatory Reporting. 24. Maintain appropriate licenses and training hours as required to implement this position. 25. Regular attendance is an essential function of this position. 26. Other duties as assigned. COMPENSATION: This is a temporary position for the 2024/2025 school year. Family medical, dental and vision insurance 6% PERS paid by District $49,907-91,207/Annual 2024-2025 school year (prorated based on days worked) Closing date: Open Until Filled Application materials will remain confidential. Reference check emails will be sent. Reasonable accommodations for the application and interview process will be provided on request and as required in accordance with the Americans with Disabilities Act of 1990. Klamath County School District is an Equal Opportunity Employer.

Department: Lundquist College of Business Rank: Assistant Teaching Professor, Associate Teaching Professor, Professor of Practice Annual Basis: 9 Month Review of Applications Begins open until filled Special Instructions to Applicants To ensure consideration, complete applications must include the following along with the online application: • A cover letter highlighting how your knowledge, skills, and experience qualify you for the requirements, competencies, and, if applicable, preferred qualifications outlined in the job announcement. • A resume of your professional work experience, education, and applicable certifications. The online application includes the name and contact information of at least three professional references. The candidate will be notified prior to references being contacted. Department Summary The Department of Finance, Lundquist College of Business, University of Oregon seeks to fill one faculty position at Assistant Teaching Professor, Associate Teaching Professor, or Professor of Practice of Real Estate. We seek someone with the ability to teach various applied real estate courses, including but not limited to real estate finance, real estate investment analysis, real estate development, commercial real estate, real estate valuation methods, and real estate market analysis. Our preference is to find an individual who has significant prior experience working in the real estate industry. This is a 9-month instructional contract. Summer opportunities may be available. Position Summary In this role, you'll have the opportunity to teach up to eight graduate or undergraduate courses, primarily focused on commercial real estate. These might include topics like finance, investment, and development. If you're involved in research or take on additional responsibilities, there's flexibility to adjust your course load accordingly, with support from the department head and Senior Associate Dean. Beyond teaching, you'll be part of a vibrant academic community. About 20% of your time will be dedicated to service activities-this could mean joining departmental or university committees, contributing to professional organizations, or mentoring student groups like our Real Estate Investment Group. We also value strong connections with the real estate industry, and you may serve as a liaison to help bridge academia and practice. While research isn't a formal requirement for this position, we deeply appreciate a passion for field-based research in real estate. If that's something you're excited about, your work will be welcomed and supported. Professional development is also a key part of this role. Staying current in the field and attending relevant conferences will help you grow and bring fresh insights into the classroom. You'll also play an important role in advising both undergraduate and graduate students, supporting them through office hours, project guidance, and one-on-one mentorship. Minimum Requirements To quality for an Assistant Teaching Professor position • Master's degree (or foreign equivalent) in real estate, construction, or business-related discipline • Experience teaching quantitative courses, as demonstrated by prior teaching expertise, teaching evaluations, or teaching demonstration For appointment at the rank of Associate Teaching Professor, candidates must also demonstrate they have six years of teaching experience post-receipt of a master's degree. The additional teaching experience does not guarantee appointment at the Associate Teaching Professor rank. To qualify for a Professor of Practice, candidates must also demonstrate they • Have a substantial basis of experience equal to a tenured professor (normally a minimum of 12 years) and a national/international reputation for excellence reflected in a record of significant accomplishments • Have a profile of accumulated professional accomplishments fully congruent with the rank of professor • Have a rich and extensive background in a field and discipline relevant to the school, college, or unit of appointment at the University of Oregon, and • Can serve as a liaison between the professional field and the University of Oregon. Professional Competencies • Proficient with Google, Microsoft Office Suite, and Zoom platform • Excellent communication skills (written and verbal) • Ability to effectively utilize technology • Adaptability to new teaching methods and alteration in course materials as needed • Strong interpersonal skills (live online and video) and approachability • Demonstrated time management and organizational skills • Strong presentation and teaching skills • Knowledge of instructional design principles and adult learning methodologies Preferred Qualifications • 3+ years of industry experience in Real Estate • Real Estate License, State required experience, and/or education to qualify as an Assistant Teaching Professor • Experience teaching at both undergraduate and graduate level All offers of employment are contingent upon successful completion of a background check. The University of Oregon is proud to offer a robust benefits package to eligible employees, including health insurance, retirement plans, and paid time off. For more information about benefits, visit ************************************** The University of Oregon is an equal opportunity, affirmative action institution committed to cultural diversity and compliance with the ADA. The University encourages all qualified individuals to apply and does not discriminate on the basis of any protected status, including veteran and disability status. The University is committed to providing reasonable accommodations to applicants and employees with disabilities. To request an accommodation in connection with the application process, please contact us at ********************* or ************. UO prohibits discrimination on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, gender expression, pregnancy (including pregnancy-related conditions), age, physical or mental disability, genetic information (including family medical history), ancestry, familial status, citizenship, service in the uniformed services (as defined in federal and state law), veteran status, expunged juvenile record, and/or the use of leave protected by state or federal law in all programs, activities and employment practices as required by Title IX, other applicable laws, and policies. Retaliation is prohibited by UO policy. Questions may be referred to the Office of Investigations and Civil Rights Compliance. Contact information, related policies, and complaint procedures are listed here. In compliance with federal law, the University of Oregon prepares an annual report on campus security and fire safety programs and services. The Annual Campus Security and Fire Safety Report is available online at ************************************************************************

As part of the curriculum learners practice urogenital and OB/GYN examination skills. Sensitive Exam Teaching Associates (SETAs) are individuals who are specially trained to utilize their own body as a tool of instruction, allowing learners to practice genital and rectal (prostate) or breast/chest and pelvic examination techniques in a supportive, non-threatening environment. They also address the communication skills needed to provide a comfortable exam, in a standardized manner. We have an ongoing review of applicants and onboarding a few times each year, based on the needs of programs. We do not have a regular cycle of hiring. Function/Duties of Position Dependent on anatomical presentation: Allow students to learn technique for performing the urogenital exam, including external and internal inspection and palpation. Urological exam procedures to include palpation for lymph nodes, hernias, and examination of the scrotum, testicles, penis, and rectum (prostate). SETAs will guide the learner through the exam process while each learner performs the urological exam on the SETA's body. Allow students to learn proper technique for performing the breast/chest exam, including inspection and palpation. SETAs will guide the learner through the exam process while each learner performs the breast/chest exam on the SETA's body. Allow students to learn proper technique for performing the pelvic exam, including external and internal inspection and palpation. Gynecological exam procedures to include palpation for lymph nodes, external genitalia exam, vaginal speculum exam, and bimanual exam. SETAs will guide the learner through the exam process while each learner performs the pelvic exam on the SETA's body. For all SETAs: Provide learners feedback on proper integrated technique for sensitive, interactive communication before, during, and after the physical examination. Provide support and feedback to learners to maximize the learning experience and build learner confidence. Deliver feedback to learners in a constructive fashion. Participate in small group demonstrations of the exam as required. Maintain standardized instructional curriculum and teaching format. Assist in the training and development of other SETAs as needed. Note: teaching may be performed with individual learners or small groups of learners. Instructional formats may include independent teaching or partnered teaching with another SETA or SETA Trainer. Required Qualifications Appropriate medical suitability for participation in multiple breast/chest and pelvic, or genital and prostate examinations during a single day. Must have either a cervix and at least one palpable ovary or a penis and at least one palpable testicle. An appreciation for the importance of regular and comprehensive wellness exams. A commitment to the advancement of reproductive health and trauma-informed, patient-centered healthcare. Comfortable with one's own body, its contact and discussion.. A high degree of professionalism and credibility. Ability to employ one's own body as a tool of instruction. Ability to establish rapport with learners and to reduce learner anxiety. Must be highly dependable and be able to honor scheduled commitments (repeated tardiness or cancellations may lead to not being offered future shifts). Flexible schedule. Proficiency in reading, writing and speaking English. Ability to send and receive emails. Willing to notify the program of any change in their health that might result in the inability to act as a SETA without risk. Ability to adapt to changes in work environment and scheduling. Demonstrate above average verbal communication skills. Be familiar and comfortable with the specific examination procedures taught in the sessions they teach. Preferred Qualifications Prior experience as a SETA, Gynecological or Male Urological Teaching Associate (GTA/MUTA), Standardized or Simulated Patient (SP), or Medical Model is beneficial but not required. Additional Details This is a temporary 0.0 FTE position. All are welcome Oregon Health & Science University values a diverse and culturally competent workforce. We are proud of our commitment to being an equal opportunity, affirmative action organization that does not discriminate against applicants on the basis of any protected class status, including disability status and protected veteran status. Individuals with diverse backgrounds and those who promote diversity and a culture of inclusion are encouraged to apply. To request reasonable accommodation contact the Affirmative Action and Equal Opportunity Department at ************ or *************.

As part of the curriculum learners practice urogenital and OB/GYN examination skills. Sensitive Exam Teaching Associates (SETAs) are individuals who are specially trained to utilize their own body as a tool of instruction, allowing learners to practice genital and rectal (prostate) or breast/chest and pelvic examination techniques in a supportive, non-threatening environment. They also address the communication skills needed to provide a comfortable exam, in a standardized manner. We have an ongoing review of applicants and onboarding a few times each year, based on the needs of programs. We do not have a regular cycle of hiring. Function/Duties of Position Dependent on anatomical presentation: * Allow students to learn technique for performing the urogenital exam, including external and internal inspection and palpation. Urological exam procedures to include palpation for lymph nodes, hernias, and examination of the scrotum, testicles, penis, and rectum (prostate). SETAs will guide the learner through the exam process while each learner performs the urological exam on the SETA's body. * Allow students to learn proper technique for performing the breast/chest exam, including inspection and palpation. SETAs will guide the learner through the exam process while each learner performs the breast/chest exam on the SETA's body. * Allow students to learn proper technique for performing the pelvic exam, including external and internal inspection and palpation. Gynecological exam procedures to include palpation for lymph nodes, external genitalia exam, vaginal speculum exam, and bimanual exam. SETAs will guide the learner through the exam process while each learner performs the pelvic exam on the SETA's body. For all SETAs: * Provide learners feedback on proper integrated technique for sensitive, interactive communication before, during, and after the physical examination. * Provide support and feedback to learners to maximize the learning experience and build learner confidence. * Deliver feedback to learners in a constructive fashion. * Participate in small group demonstrations of the exam as required. * Maintain standardized instructional curriculum and teaching format. * Assist in the training and development of other SETAs as needed. * Note: teaching may be performed with individual learners or small groups of learners. Instructional formats may include independent teaching or partnered teaching with another SETA or SETA Trainer. Required Qualifications * Appropriate medical suitability for participation in multiple breast/chest and pelvic, or genital and prostate examinations during a single day. * Must have either a cervix and at least one palpable ovary or a penis and at least one palpable testicle. * An appreciation for the importance of regular and comprehensive wellness exams. * A commitment to the advancement of reproductive health and trauma-informed, patient-centered healthcare. * Comfortable with one's own body, its contact and discussion.. * A high degree of professionalism and credibility. * Ability to employ one's own body as a tool of instruction. * Ability to establish rapport with learners and to reduce learner anxiety. * Must be highly dependable and be able to honor scheduled commitments (repeated tardiness or cancellations may lead to not being offered future shifts). * Flexible schedule. * Proficiency in reading, writing and speaking English. * Ability to send and receive emails. * Willing to notify the program of any change in their health that might result in the inability to act as a SETA without risk. * Ability to adapt to changes in work environment and scheduling. * Demonstrate above average verbal communication skills. * Be familiar and comfortable with the specific examination procedures taught in the sessions they teach. Preferred Qualifications Prior experience as a SETA, Gynecological or Male Urological Teaching Associate (GTA/MUTA), Standardized or Simulated Patient (SP), or Medical Model is beneficial but not required. Additional Details This is a temporary 0.0 FTE position. All are welcome Oregon Health & Science University values a diverse and culturally competent workforce. We are proud of our commitment to being an equal opportunity, affirmative action organization that does not discriminate against applicants on the basis of any protected class status, including disability status and protected veteran status. Individuals with diverse backgrounds and those who promote diversity and a culture of inclusion are encouraged to apply. To request reasonable accommodation contact the Affirmative Action and Equal Opportunity Department at ************ or *************.

Licensed Elementary Teacher (Grade TBD) ï ½ Riddle School District Riddle School District is currently seeking qualified applicants for the position of Elementary Teacher (Grade TBD) to begin in the 2026-27 school year. TO APPLY Begin the application process by clicking the "Apply" button in the upper right of this announcement. (If you are not viewing this via Applicant Tracking (Applitrack), click HERE. EMPLOYMENT REWARDS: Competitive salary - $49,401 - $88,652 per year (Based on the 2026-27 salary scale.) Small class size ï ½ under 20 students on average 190 days per year Friendly and helpful staff District picks up 6% PERS Excellent benefit package LOCATION Riddle is a community-centered setting situated about 25 miles south of Roseburg against the backdrop of gorgeous mountain views and rivers. Riddle Elementary is a K-6 school serving just under 200 students. We are a team of dedicated professionals focused on providing an outstanding education for our students. QUALIFICATIONS Applicants must hold a Current Oregon Teaching License. Desire and ability to work with a team of professional educators in a small/rural school. Familiarity with instructional, assessment, and classroom management strategies that reflect current research and best practices. Experience working with diverse groups of learners. Knowledge and experience with differentiated instruction. Ability to effectively manage and supervise students and engage them in learning. Knowledge of Professional Learning Communities and Multi-Tiered Systems of Support. Effective oral and written communication skills. Standard First Aid certification, or the ability to obtain certification within two months of hire, may be required Background Check Conducted EQUAL OPPORTUNITY EMPLOYER/DRUG FREE WORKPLACE Riddle SD policy provides veterans and disable veterans with preference as required by law.

Job Title Simulated Health Center Teaching Assistant Department SONHI Office Administration Terms and Hours Varying hours, primarily evenings , approx. 4-10 hrs /wk Job Category Student Employment Hourly Wage Portland Metro Minimum Wage ($16.30) Job Summary Simulated Health Center Student Teaching Assistant will provide support in the Simulated Health Center, primarily in the skills laboratory and simulation suites, with the opportunity to assist in lower-division nursing classes as available. This role will report to the Skills Lab Manager. The job description will include supporting nursing students accessing the skills laboratory space for psychomotor skills practice and performing general skills lab maintenance duties (set up for labs, takedown of lab materials, housekeeping organization and restocking, overseeing manikin usage, ect.). The Simulated Health Center team is looking for eager students willing to take on various duties, including supporting NRS students practicing skills in TA Open Lab. Students self-schedule their shifts approximately 4-10 hours per week, which is always based on skills lab need and availability. There are no guaranteed weekly hours in this position. Students must have completed NRS 206, and currently be enrolled in NRS 300 or 400-level courses to accept a position. Core Duties * Assist SHC Skills Lab team with lab setup/takedown as assigned * Monitor and guide nursing students during open lab hours * Assist with skills lab instruction and demonstration * Maintain lab equipment * Communicate lab needs with SHC Skills Lab Manager and SHC Staff * Administrative support including filing, typing, skills video creation, and document creation * Help manage tours of the SHC space, interacting with prospective students and their families * Other relevant duties as assigned Minimum Qualifications * Must be a current NRS student (enrolled in NRS 300 or 400-level) and passed NRS 206 * Strong interpersonal skills * Ability to provide quality customer service * Ability to interact effectively with a wide variety of people * Ability to function well independently and in a team environment * Self-starter/demonstrates initiative * Pays close attention to detail and accuracy * Ability to function efficiently in a multitask environment * Knowledge of Microsoft Office programs * Ability to maintain confidentiality * Ability to adhere to lab safety protocols and handle biohazards appropriately (ie manage safe sharps disposal, etc.) * Have evening or weekend availability for shift scheduling Preferred Qualifications * We primarily are seeking 300-level, JUNIOR NRS studentsat this hiring time * Preference but not required to those who may be able to work flexible hours in Summer Session II 2026 for ongoing summer support Physical Requirements * Occasional moving of lab equipment, including set up and take down of skill lab materials. Posting Detail Information Posting Number SE901-2023 Number of Vacancies 1 or 2 Estimated Start Date 02/16/2026 Open Date 01/16/2026 Close Date 02/06/2026

This Teaching Assistant position will provide assistance to instructors in the Welding Technology Program. This is a part-time position of up to 20 hours per week. Preference will be given to students who are eligible for Federal Work Study (FWS). Examples of Duties ESSENTIAL DUTIES AND RESPONSIBILITIES To perform the job successfully, an individual must be able to satisfactorily perform each essential duty. The requirements listed below are representative of the knowledge, skill, and/or abilities required to perform the job description satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Ensure that the lab is clean, orderly, and properly prepared for each class * Assist students to understand welding assignments by reinforcing instruction provided by the instructor * Ensure that appropriate safety procedures are followed by students * Operate a variety of equipment related to welding * Prepare materials and equipment for demonstrations by instructors or for use by students * Assist in preparing, administering, and scoring student assignments and/or tests * Assist in inventorying and maintaining supplies for the welding lab * Work with welding faculty on projects as requested * Adhere to Family Educational Rights and Privacy Act (FERPA) regulations * Follow and enforce all KCC policies and procedures NON-ESSENTIAL DUTIES AND RESPONSIBILITIES * Other duties as assigned Qualifications KNOWLEDGE, SKILLS, AND ABILITIES NEEDED TO PERFORM THIS ROLE * Must be a current Klamath Community College Student * Effective interpersonal communication skills * Ability to work with diverse populations * Ability to relate to students at various academic levels and need * Dependable, honest, responsible, punctual * Friendly, patient, positive attitude * Demonstrate professionalism, creativity, enthusiasm and encourage student success Supplemental Information PHYSICAL DEMANDS AND WORKING CONDITIONS * Work will be performed in a welding instructional lab setting, will be exposed to all hazards of welding equipment and materials. * Frequently needs to stand and walk, reach with hands and arms, stoop, kneel, or crouch. * Able to lift 40 lbs. It is the policy of Klamath Community College to provide equal employment opportunities without regard to race, color, religion, sex, national origin, age, disability, marital status, veteran status, sexual orientation, genetic information or any other protected characteristic under applicable law. If you require this information in an alternate format, please as a member of the Career Services Center team.

29 Hours Per Week: 7.25 hours per day, 4 days a week DEFINITION: Classified employee under the supervision of the Low Incidence Disability (LID) Special Education Teacher. The Instructional Assistant will perform a variety of tasks associated with the teaching process: supervising students, presenting prepared or standardized lessons, administering tests, and performing related work as requested. The Instructional Assistant assumes routine supervisory, clerical, materials handling, and short-term planning tasks in an efficient manner. The Instructional Assistant may also be expected to perform certain duties relating to a student's physical needs (e.g. catheterization, lifting, toileting, transferring, feeding, etc.). Handling body fluids of severely disabled students may be a daily task. This job may require you to work in an environment that places you in greater risk of physical injury. Required: 1. Meet all ESSA requirements. 2. Good health & physical strength adequate to perfrom certain lifting and/or transferring tasks. 3. Letter of Interest 4. Application from TalentEd Recruit & Hire 5. Fingerprinting & Drug Screening (upon employment) 6. Three References An Equal Opportunity Employer

Classified/Behavior Assistant Date Available: 02/02/2026 Closing Date: Priority date 01/16/2026 Northwest Regional Education Service District is an equal opportunity employer; committed to building an inclusive community and an environment free from discrimination, harassment, and retaliation. We are proud to be an antiracist organization. We work to understand how racial ideology is manufactured and how it impacts the lives of our staff and those we serve. In line with our commitment to disrupting systemic racism, we acknowledge that research shows that Black, Indigenous, and people of color (BIPOC) and women are significantly less likely to apply for some positions, believing they must meet every qualification as described in the job description. At NWRESD, we value representation, and we are most interested in finding the best candidate for the job. We know that sometimes that candidate may be one who comes from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of the qualifications described below. Position Title: Behavior Assistant Department: Social Emotional Learning Schools Location: Meadowlark Academy - St. Helens School District - within Lewis & Clark Elementary Reports To: Principal Compensation: Classified Salary Schedule, Range F $23.24 - $27.77 per hour; DOE Bargaining Unit: OSEA FTE: 0.9375 FTE NW REGIONAL ESD'S MISSION STATEMENT: In partnership with the communities we serve, Northwest Regional ESD improves student learning by providing equitable access to high quality services and support. General Description: In alignment with the NWRESD's mission statement, this Behavior Assistant position will serve students ranging from K-12th grade who experience social, emotional, and behavioral-learning needs. This position will support the implementation of individualized behavior support plans, collect data needed to complete functional behavior assessments and progress monitoring. This position requires behavior intervention skills such as proactive strategies, reinforcement, and de-escalation. Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 1. Minimum requirement of a high school diploma or equivalent. 2. Minimum of 2 years experience working with children, adolescents, and/or young adults with behavioral and mental health challenges. 3. Safety care training required 4. Current First Aid/CPR certification required 5. Experience in positive behavior support strategies preferred 6. Completion of post-secondary courses in Psychology, Child Development, Special Education, Behavioral Health, or related field preferred 7. Valid driver's license, vehicle available for use on the job, and accompanying automobile insurance. KNOWLEDGE, SKILLS, and ABILITIES: 1. Demonstrate a commitment to diversity, equity, inclusion, and belonging through continuous development, modeling inclusive behaviors, and proactively managing bias 2. Ability to work with very high degree of accuracy and organizational skills 3. Ability to exhibit professionalism and effective human relations 4. Confer regularly with supervisor and/or designee 5. Skillfully utilize educational technology and software as required by the position 6. Maintain professional and technical knowledge by participating in professional development activities Essential functions: Include the following. Performs some or all of the following tasks. Other Duties may be assigned. The duties listed below are not inclusive, but characteristic of the type and level of work assigned for this position. A. Prepare instructional and behavioral materials for the purpose of providing activities and materials that facilitate student learning and performance within the building and campuswide. B. Assists students by using behavioral strategies for the purpose of teaching appropriate social behaviors in accordance with student's social and behavioral targeted learning goals. C. Utilizes de-escalation and crisis minimization techniques on a daily basis in order to maintain the safety of students and colleagues. D. Assists students in groups or on an individual basis with specific behavioral strategies, interventions, instructional tasks and/or specific student goals for the purpose of supporting their individual development and growth. E. Work collaboratively and effectively with lead behavior support facilitators, behavior consultants, teachers, instructional assistants, and/or school administrators. F. Communicates with teachers and other members of the instructional team regarding student's daily progress for the purpose of assessing student's instructional and behavioral progress G. Gathers, compiles and prepares data of student performance in academic and social activities for the purpose of monitoring and reporting progress on identified goals. H. Contributes regularly to staffing meetings to discuss student's progress and develop student specific behavior interventions that are developmentally appropriate. I. Implement and model alternative communication strategies with students (e.g., use of assistive technology) for the purpose of teaching students to effectively communicate. J. Participate in training for the purpose of learning new skills relevant to working with students with disabilities. K. Perform a variety of clerical duties for the purpose of supporting the educational program and specific classroom requirements. L. Maintain regular and timely attendance. M. Perform other related duties as assigned. N. Under the direction of a licensed staff member, support professional development and coaching to other classified staff Note: The description contained herein reflect general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload. NWRESD believes that every individual makes a significant contribution to our success. The administration reserves the right to modify, add or remove duties as necessary that still reflect the essential functions of the department. It is our expectation that every employee will offer their services wherever and whenever necessary to ensure the success of the ESD's goals. Equal Opportunity Employer Northwest Regional Education Service District is an equal opportunity employer; committed to building an inclusive community and an environment free from discrimination, harassment, and retaliation. We are proud to be an antiracist organization. We work to understand how racial ideology is manufactured and how it impacts the lives of our staff and those we serve. Northwest Regional Education Service District is proud to be an antiracist, Equal Employment Opportunity and Affirmative Action employer. We are committed to ensuring diversity and inclusion in all aspects of recruitment, selection, and employment without regard to race, disability, gender identity/expression, sexual orientation, national origin, ethnicity, religion, veteran or military status, or any other category protected under the law. Northwest Regional Education Service District is committed to providing reasonable accommodations in our recruitment procedures for individuals experiencing a disability. If you need assistance or accommodation due to a disability, please contact us at ***********************. Persons who are deaf, hard of hearing, or have limitations in their speech may contact the district for assistance through the Oregon Telecommunications Relay Service at **************. FRONTLINE JOB ID: 3343 FISCAL CONTROL CODE(S): 3524

Job Description Join Our AoPS Academy as a Elementary Math Instructor! Are you passionate about math? Do you love inspiring young minds in an engaging, collaborative classroom setting? We have the perfect opportunity for you! The Part-Time Instructor will: Teach Engaging Curriculum: Use company-created curriculum and materials designed for advanced students to lead small classes in math Engage Students: Actively involve students in each class or student-led learning Classroom Management: Expertly manage up to 16 students Grade & Provide Feedback: Provide feedback on tests and assignments Build Relationships: Connect with students and families to make a lasting impact on their educational journey Inspire Learning: Encourage a love for learning and critical thinking in math The Ideal Candidate has: Bachelor's degree is required A Bachelor's degree in a STEM-related or educational field is strongly preferred Strong content knowledge in math Classroom teaching experience at the K-12 level is preferred Experience teaching or tutoring students Not Required: A formal teaching credential is not required for this position. Schedule (Academic Year): AoPS Academy is an afterschool program with classes in the evenings and on weekends. Candidates must be available to teach during weekday after-school hours (as early as 4pm) and/or on weekends. This position requires a minimum initial commitment of about 3 hours per week for each assigned class. Each course meets once per week for 1 hour 45 minutes. Schedule (Summer): During the summer, we offer multiple two-week camps between June - August. Camp classes are held Monday-Friday for 3 hours a day, with both morning and afternoon classes. Campus Location: This is an in-person position at our Portland location. Candidates must be located in Portland, OR or the greater area and must be able to commute to our campus. Why Join AoPS: Pay Rate: $34/hour Impact: Directly teach and inspire advanced students in small classroom settings, fostering critical thinking and a love for learning while making a lasting impact on students' educational journeys Culture: Join a team of passionate educators dedicated to discovering, inspiring, and training the great problem solvers of the next generation through engaging, student-led learning Benefits: Paid sick leave, employee discounts on classes and programs Future Planning: 401k retirement plan with company match Quality of Life: Flexible part-time schedule with minimum 3 hours per week commitment, teaching during afterschool hours and weekends to fit around other commitments About AoPS Academy AoPS Academy is a year-round educational enrichment program. Since 1993, AoPS has prepared hundreds of thousands of students for college and career success through engaging curriculum, expert online instruction, and local, in-person academies. AoPS Academy is a program of Art of Problem Solving, a global leader in K-12 advanced education. AoPS Academy brings the AoPS methodology to small live physical and virtual classrooms. We offer a world-class curriculum in math, science, and language arts for students in grades 1-12, creating an environment where exploration meets challenge, right in your local neighborhood. Students learn in small classes led by accomplished instructors and collaborate with a peer group who share their passion for learning. We have opened 20+ academies across the nation since 2016 and are still growing! Requirements for Employment This position requires successful completion of a fingerprint-based background check prior to employment In order to be considered for this position you must be legally authorized to work in the US. We are unable to offer sponsorship, including STEM-OPT and H-1B.

Substitute - Classified (High-Needs School) POSITION: Substitute Paraprofessionals for all schools within the Baker School District 5J. Salary: Hourly Rate of $17.56 per hour. APPLICATION PROCEDURE Complete an Online Application Upload a Cover Letter/Letter of Interest and a resume. PLEASE NOTE: ADDITIONAL INFORMATION If you are applying for a Paraprofessional Substitute position, you must have: Completed two years of post-secondary education study (72 Q hrs or 48 S hrs) or obtain an Associate's degree or have passed a fee based paraprofessional assessment. PLEASE NOTE: There are in District options available if the assessment needs to be completed. Please contact Jessie Leddy at ************** Ext. 1129 or ************************ for more information. Must be able to attend a mandatory substitute training. Please contact Jodi Thew, HR Director, at ********************* or ************ Ext. 1045 for dates and times. Baker School District is an equal opportunity educator and employer and does not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin, marital status, age, veterans' status, familial status, genetic information, disability, culture and/or financial status.

Milton-Freewater Oregon is a multi-cultural community located in the northeast corner of the state within ten miles of Walla Walla Washington. The Milton-Freewater Unified School District is now taking applications for the following position. Substitute Paraprofessional - District Wide MINIMUM QUALIFICATIONS Ability to work in a cooperative, positive manner with students, staff, parents, and community. Ability to assist students in their understanding of instructional concepts. Ability to follow lesson plans and prepare teaching aids and materials. Bilingual (English/Spanish), preferred Must be self-motivated and work well independently. GED or high school diploma required. Two years of college (72 hours), Associate Degree or passing scores on the Workkeys test required. (District will provide test) PHYSICAL REQUIREMENTS: Including, but not limited to, frequent standing, walking, sitting, grasping, bending, twisting, reaching and fine manipulation. Frequent keyboarding also required. COMPENSATION RATES: Paraprofessional - $16.44 per hour. SELECTION TIMELINE: Job Position Posted: August 1, 2025 Job Position Closes: Ongoing Timeline: Interviews after application is received. ADDITIONAL INFORMATION MAY BE OBTAINED FROM: Janet Millar, Administrative Assistant/ Human Resource Assistant Milton-Freewater Unified School District No. 7 1020 S Mill Street, Milton-Freewater, OR 97862 ************** **************, *******************************, or at: ************************************************** to apply.

JOB TITLE: Learning Specialist Assistant - IMMEDIATE SUPERVISOR: Building Administrator FTE: (.8125) 6.5 hours per day As Soon As Possible after Hire Performs a variety of duties in assisting a licensed teacher in the implementation of instructional programs for students with special needs. May function in an instructional setting separate from the teacher, exercising a considerable degree of skill with supervision within the framework of a teacher-planned and evaluated program. ESSENTIAL REQUIREMENTS & RESPONSIBILITIES The essential requirements and responsibilities of this position are listed below. Employees in this position must possess the ability to perform the essential functions of the position with or without accommodation. Make some independent judgments within prescribed policies and procedures Employ good judgment in a variety of situations, including emergencies Work with a variety of students and demonstrate a willingness to gain the information and training necessary to work effectively Possess the characteristics and understanding to be an effective member of an educational support team Comprehend and follow oral and written instructions and complete work within established time lines Communicate with appropriate student age group requiring the exercise of both empathetic and disciplinarian approaches Maintain a confidential, non-preferential, non-judgmental manner towards the students, staff, and program Develop and maintain effective working relationships with supervisor, staff, and general public Spelling, punctuation, capitalization, word usage, and sentence construction of the English language as necessary to detect and correct basic errors in prepared materials Demonstrate mental acuity, processing skills and long and short term memory to track and meet deadlines and responsibilities Demonstrate ability to be at work, on time, every work day Preferred-Discrete Trial Training and Applied Behavorial Analysis Experience Spanish Preferred Must have AA Degree or Equivalent ESSENTIAL EDUCATION, SKILLS, AND CAPABILITIES Learn and implement policies for students of program employee is responsible for (see duties and responsibilities for specific job) Keep current on changes in requirements of the job by possessing a willingness to attend training, classes or workshop Assist in administering criterion referenced tests for the purpose of daily tracking or programming Implement education program as designed by Learning Specialist (i.e. language, motor, academic and physical Ed. programs) Assist in implementing behavioral and disciplinary programs as designed and mentored by Learning Specialist Assist with and/or monitor student's completion of classroom assignments either in regular classroom or special education setting Assist student in performing routines related to self-help including but limited to; feeding, toileting, and mobility Correct Objective tests and assignments Contact parents to communicate objective information as assigned by Learning Specialist Maintain confidential files as assigned by Learning Specialist Escort and monitor students in and out of classroom including but not limited to; playgrounds, cafeteria, buses, restrooms, field trips Work on basic computer software Collect data regarding students goals for their IEPs (Individual Education Plans) Solve practical problems and deal with a variety of variables in situations where only limited standardization exists Interpret a variety of instructions furnished in written, oral, diagram or schedule form Depending on individual assignments, a combination of education and experience that equals 12-14 years One year minimum child-care experience is preferred One year experience as an Instructional Assistant or one year working in a setting with high needs students is desirable Oregon Driver's License, or ability to get to and from work in a timely manner and perform the essential functions of the position Medic First Aid Card (must be certified within the first 60 days of employment) Other certifications/trainings as required to execute the Essential Functions and Duties and Responsibilities of this position (i.e. blood sugar testing, bee sting, dispensing of prescription medication) All employees must be able to communicate in an effective manner. Employees with English as a second language must be able to communicate their need for clarification and/or interpretation of directions. Employee should be willing to attend English class as requested by supervisor. Communicate with high needs students in a manner that reflects a consistent, positive, nurturing, attitude is required PHYSICAL AND ENVIRONMENTAL REQUIREMENTS The physical demands described here are representative of those that must be met by and employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Intervene and separate quibbling children (includes lifting to 50 pounds, running, awkward positions) Stand and walk in playgrounds/classrooms for one to two hours at a time See near and far (i.e. constant observation of students) Discriminate colors (i.e. teaching colors) Hear sufficiently to perform the duties and responsibilities (i.e. understand speech which may be difficult to understand, listening for distress signals) Medium lifting occurs occasionally (20-50 lbs) Lifting occurs frequently (0-20 lbs) There is occasional light to medium carrying of supplies and equipment Pulling/pushing occurs occasionally (i.e. wheel chair, vacuuming, open/close doors, gait trainer and stander) Crawling, kneeling, climbing, cramped spaces and repeated bending occurs occasionally to frequently in the course of a day (i.e. toileting, loading bus, machinery control, working on same level as student, picking up trash, assisting student in bathroom) Balance upper body and hand/wrist movement occur often to frequent in the course of a day (i.e. assist with student balance, coordination in movement, writing, grabbing, keyboards, reaching, stretching) Ability to chase children who run Occasional use of household cleaning type chemicals (i.e. bleach) Occasional use of glues Constant exposure to blood and body fluids (i.e. spitting, feeding, changing, biting) Exposure to bees, pollens, head lice may occur occasionally to frequently Jobs in this classification are physically active positions that perform duties both inside and outside including exposure to inclement weather. Noise level can be normal to high. Students may demonstrate uncontrollable anger and volatile behavior and may be extremely handicapped. Employees are frequently to constantly exposed to blood and bodily fluids including but not limited to; spitting, feeding, changing, biting, body secretions (nasal, menstrual blood, feces, urine, etc.), testing blood sugar/ketones with a diabetic child or catheterized students. DRESS REQUIREMENTS This dress code is not a Personal Protection Equipment statement. PPE is addressed specifically for certain tasks and is the responsibility of the supervisor to instruction employee. This dress code covers the personal dress of the employee in this position. All employees will wear school appropriate work dress Below is a list of items to avoid wearing, it is not inclusive but gives the employee an idea of what types of items could cause a safety issue if worn: Jewelry(i.e. earrings that can be grabbed, pulled or that fingers can hook into; necklaces that hang over the clothing, bracelets that dangle can be grabbed or twisted; and rings if using equipment that could cause injury Dress pants and dresses should not be loose and flowing, they could become entangled in wheels or beds Hair should not be in styles or contain items that can be grabbed or pulled out of the hair Smocks or over shirts are worn and should be changed when soiled Shoes should be closed toed, generally clogs are not appropriate unless they have straps so they remain on the foot securely during fast or awkward movement. Rubber soles are preferred to prevent slipping EVALUATION Performance of this job will be evaluated in accordance with the provisions in the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and Oregon School Employees Association Chapter 51. TERMS OF EMPLOYMENT This is a 9 month assignment on the I range of the Classified Job Schedule. The assignment of the step will be in compliance with the current Collective Bargaining Agreement and range of pay is located in the current Classified Salary Schedule. A new employee shall be allowed up to four (4) years of experience on the salary schedule, based on actual years of experience on a job of like responsibilites and skills. $24.78 per hour This job description is not intended to be and should not be construed as an all inclusive list of all the responsibilities, skills, or working conditions associated with the position. While it is intended to accurately reflect the position's activities and requirements, the administration reserves the right to modify, add or remove duties and assign duties as necessary that still reflect the essential functions of the department.

Behavior Assistant - Meadowlark Academy Social Emotional Learning Classroom - St. Helens - 25/26 School Year JobID: 3343 Classified/Behavior Assistant Date Available: 02/02/2026 Additional Information: Show/Hide Northwest Regional Education Service District is an equal opportunity employer; committed to building an inclusive community and an environment free from discrimination, harassment, and retaliation. We are proud to be an antiracist organization. We work to understand how racial ideology is manufactured and how it impacts the lives of our staff and those we serve. In line with our commitment to disrupting systemic racism, we acknowledge that research shows that Black, Indigenous, and people of color (BIPOC) and women are significantly less likely to apply for some positions, believing they must meet every qualification as described in the job description. At NWRESD, we value representation, and we are most interested in finding the best candidate for the job. We know that sometimes that candidate may be one who comes from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of the qualifications described below. Position Title: Behavior Assistant Department: Social Emotional Learning Schools Location: Meadowlark Academy - St. Helens School District - within Lewis & Clark Elementary Reports To: Principal Compensation: Classified Salary Schedule, Range F $23.24 - $27.77 per hour; DOE Bargaining Unit: OSEA FTE: 0.9375 FTE NW REGIONAL ESD'S MISSION STATEMENT: In partnership with the communities we serve, Northwest Regional ESD improves student learning by providing equitable access to high quality services and support. General Description: In alignment with the NWRESD's mission statement, this Behavior Assistant position will serve students ranging from K-12th grade who experience social, emotional, and behavioral-learning needs. This position will support the implementation of individualized behavior support plans, collect data needed to complete functional behavior assessments and progress monitoring. This position requires behavior intervention skills such as proactive strategies, reinforcement, and de-escalation. Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 1. Minimum requirement of a high school diploma or equivalent. 2. Minimum of 2 years experience working with children, adolescents, and/or young adults with behavioral and mental health challenges. 3. Safety care training required 4. Current First Aid/CPR certification required 5. Experience in positive behavior support strategies preferred 6. Completion of post-secondary courses in Psychology, Child Development, Special Education, Behavioral Health, or related field preferred 7. Valid driver's license, vehicle available for use on the job, and accompanying automobile insurance. KNOWLEDGE, SKILLS, and ABILITIES: 1. Demonstrate a commitment to diversity, equity, inclusion, and belonging through continuous development, modeling inclusive behaviors, and proactively managing bias 2. Ability to work with very high degree of accuracy and organizational skills 3. Ability to exhibit professionalism and effective human relations 4. Confer regularly with supervisor and/or designee 5. Skillfully utilize educational technology and software as required by the position 6. Maintain professional and technical knowledge by participating in professional development activities Essential functions: Include the following. Performs some or all of the following tasks. Other Duties may be assigned. The duties listed below are not inclusive, but characteristic of the type and level of work assigned for this position. A. Prepare instructional and behavioral materials for the purpose of providing activities and materials that facilitate student learning and performance within the building and campuswide. B. Assists students by using behavioral strategies for the purpose of teaching appropriate social behaviors in accordance with student's social and behavioral targeted learning goals. C. Utilizes de-escalation and crisis minimization techniques on a daily basis in order to maintain the safety of students and colleagues. D. Assists students in groups or on an individual basis with specific behavioral strategies, interventions, instructional tasks and/or specific student goals for the purpose of supporting their individual development and growth. E. Work collaboratively and effectively with lead behavior support facilitators, behavior consultants, teachers, instructional assistants, and/or school administrators. F. Communicates with teachers and other members of the instructional team regarding student's daily progress for the purpose of assessing student's instructional and behavioral progress G. Gathers, compiles and prepares data of student performance in academic and social activities for the purpose of monitoring and reporting progress on identified goals. H. Contributes regularly to staffing meetings to discuss student's progress and develop student specific behavior interventions that are developmentally appropriate. I. Implement and model alternative communication strategies with students (e.g., use of assistive technology) for the purpose of teaching students to effectively communicate. J. Participate in training for the purpose of learning new skills relevant to working with students with disabilities. K. Perform a variety of clerical duties for the purpose of supporting the educational program and specific classroom requirements. L. Maintain regular and timely attendance. M. Perform other related duties as assigned. N. Under the direction of a licensed staff member, support professional development and coaching to other classified staff Note: The description contained herein reflect general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload. NWRESD believes that every individual makes a significant contribution to our success. The administration reserves the right to modify, add or remove duties as necessary that still reflect the essential functions of the department. It is our expectation that every employee will offer their services wherever and whenever necessary to ensure the success of the ESD's goals. Equal Opportunity Employer Northwest Regional Education Service District is an equal opportunity employer; committed to building an inclusive community and an environment free from discrimination, harassment, and retaliation. We are proud to be an antiracist organization. We work to understand how racial ideology is manufactured and how it impacts the lives of our staff and those we serve. Northwest Regional Education Service District is proud to be an antiracist, Equal Employment Opportunity and Affirmative Action employer. We are committed to ensuring diversity and inclusion in all aspects of recruitment, selection, and employment without regard to race, disability, gender identity/expression, sexual orientation, national origin, ethnicity, religion, veteran or military status, or any other category protected under the law. Northwest Regional Education Service District is committed to providing reasonable accommodations in our recruitment procedures for individuals experiencing a disability. If you need assistance or accommodation due to a disability, please contact us at ***********************. Persons who are deaf, hard of hearing, or have limitations in their speech may contact the district for assistance through the Oregon Telecommunications Relay Service at **************. FRONTLINE JOB ID: 3343 FISCAL CONTROL CODE(S): 3524

George Fox University's Doctor in Occupational Therapy (OTD) program is seeking Teaching/Lab Assistants to teach in the Spring 2026 semester, and following subsequent semesters. The Teaching/Lab Assistant will provide essential support to faculty and students within the graduate Occupational Therapy program. This role is crucial for ensuring the smooth operation of laboratory and practical sessions. The assistant will help facilitate hands-on learning experiences, assist with course logistics, and support student success in core OT courses. This individual works closely with the other OTD faculty and reports directly to the OTD Program Director. About the Job: George Fox University, a Christ-centered community, prepares students spiritually, academically, and professionally to think with clarity, act with integrity, and serve with passion. Professors teach all truth as God's truth, integrating all fields of learning around the person and work of Jesus Christ, bringing the divine revelations through sense, reason, and intuition to the confirming test of Scripture. As a Christ-centered community, George Fox University is an institution that values diversity as an essential dimension of God's design for human communities. Job responsibilities include, but are not limited to: * Lab and Practical Session Support: * Assist faculty in preparing for and running lab sessions. This includes setting up and breaking down equipment, materials, and lab spaces. * Demonstrate and model therapeutic techniques, assessments, and interventions as guided by the course professor. * Provide one-on-one and small group support to students as they practice new skills, offering constructive feedback and guidance. * Ensure a safe lab environment by monitoring student activities and adherence to safety protocols. * Administrative and Course Support: * Assist with the organization and management of course materials, including handouts, lab manuals, and online resources. * Proctor exams and quizzes as needed. * Help manage course-related communications, such as responding to student inquiries about lab logistics. * Assist faculty with grading lab assignments, practical skill checklists, and other assignments as directed. * Student Mentorship and Resource: * Serve as a knowledgeable resource for students regarding lab procedures, equipment, and general course content. * Organize and/or lead review sessions or practice labs for students preparing for exams or practical skills evaluations. * Foster a positive, collaborative, and supportive learning environment for all students. * Maintenance and Inventory: * Maintain and organize lab equipment and supplies. * Report any broken or missing equipment to faculty or the program administrator. * Assist with inventory management and ordering of lab materials as needed. * Demonstrate professional skills and interactions that support the mission and vision of the OTD program and the university * Communicating effectively and courteously with others, including employees, students, and the public, in a spirit of teamwork, respect and customer service. * By actions, words, and lifestyle, be a Christian role model to students, whether through casual contact or in a formal supervisory role. * Demonstrated experience working cross culturally with respect, appreciation and humility. * Other duties as assigned. We're looking for candidates who have: * A Masters or Doctoral degree from a USDE-recognized accredited program * A occupational therapist license in the state of Oregon. * Skills & Experience: * Supports student learning and faith integration in the OTD curriculum * Excellent communication and interpersonal skills. * Ability to work independently and as part of a team. * Strong organizational skills and attention to detail. * Prior experience in a teaching, tutoring, or mentorship role is a plus. * Attributes: * Patience, empathy, and a passion for helping others learn. * A proactive and resourceful approach to problem-solving. * A professional demeanor and a commitment to maintaining confidentiality. * Legal authorization to work in the United States. This position does not offer visa sponsorship; therefore, only applicants who do not require sponsorship for employment visas, now or at any point in the future, should apply. * A commitment to the University's Theology of Racial and Ethnic Diversity. * A desire to work with a diverse community of students and employees who represent various cultures, backgrounds, abilities, ethnicities, political views, and expressions of Christian faith. * A personal commitment to Jesus Christ and express their Christian testimony in a church. In addition, employees agree to live in agreement with the Community Lifestyle Statement and affirm the theological commitments expressed in the Statement of Faith. Job information: * Hours Per Week: 5 - 6 hours per week * Primary Work Location: Newberg Campus * Working Conditions: Physical requirements are similar to those of teaching and clinical environments. * Supervisor: Doctor in Occupational Therapy (OTD) Program Director George Fox University has been transforming student's lives for over 125 years. We are a Christ-centered community that prepares students spiritually, academically, and professionally to think with clarity, act with integrity, and serve with passion. Our vision is to be the Christian university of choice known for empowering students to achieve exceptional life outcomes. We put students first, with Christ at the center of our work, embracing change in order to improve. We are looking for enthusiastic candidates to join us in creating transformational experiences for our students. Being a part of our community means a commitment to faith and to a lifestyle that is consistent with the university's mission as described in the Statement of Faith and Community Lifestyle Statement on our website. As a Christ-centered community, George Fox University is an institution that values diversity as an essential dimension of God's design for human communities. In seeking to become a more inclusive community, we especially encourage applications from women and candidates from racial and ethnic backgrounds that are underrepresented in our community. What is most appealing about working at George Fox University? * Faith-friendly: Our culture is unique for higher education. At George Fox you can pursue academic excellence while integrating scriptures, praying with staff members and students at work, and helping to make an impact on the world in a way that promotes Christian values. * Unapologetically Christian: As a university, we have an enduring commitment to Christ, his kingdom and the truth of God's Word. * Live out your calling: You are able to use your God-given talents and abilities while having a profound influence on students as they deepen their relationship with Jesus Christ. * Equip students for kingdom work: You can be a part of helping students discover their callings, at which they will be able to glorify the kingdom of God just as they have seen you do. For your personal well-being we offer: * A strong Christian vision and mission-led organization with opportunities for your growth and contributions. * Wonderful Christian peers and a vibrant student population. * A beautiful and peaceful campus environment with areas to walk and coffee shops and restaurants close by. * Free Fitness Center membership. * Free parking. Application Procedures - kindly apply only through this website When completing the online application, please upload the following as Word or .pdf documents in the section marked Letter of Interest and Curriculum Vitae or Resume: * Letter of Interest * Curriculum Vitae (CV) or Resume * Other supporting materials may be requested at a later stage of the review process. * Interested applicants are encouraged to apply immediately as review of applications will begin immediately and continue until the position is filled. We invite you to Be Known at Oregon's largest private and nationally recognized Christian University! This position is subject to close at any time, regardless of the date on the posting. Have questions or need assistance with our application process? Contact ****************************** Equal Employment Opportunity Policy The university is an equal-opportunity employer. Every employee has the right to work in surroundings free from all forms of unlawful discrimination. It is our policy to make decisions about applicants and employees without regard to sex, age, race, color, marital status, national origin, disability, veteran status, or any other status to the extent prohibited by applicable local, state, or federal law. This prohibition applies not only to the recruiting and hiring process but to all facets of the employment relationship, including promotion, pay, training, classification, performance reviews, discipline, and termination. George Fox is owned by the Northwest Yearly Meeting of Friends Church and its mission is distinctly Christian. Employees are required to agree with and abide by the university's faith statement and its statement of community responsibilities. Within the context of this agreement and commitment, employment opportunities are otherwise available to all persons on the basis of their experience and skills. In the recruiting process, the university may make special effort to solicit applicants from underrepresented groups. This is done as an affirmative step to increase the representation of these populations in the university's workforce to better match their availability in the labor market. Hiring decisions are based on the applicants' qualifications as they relate to the needs of the position.