Work Year: 192 days Bargaining Unit: TTEA-OEA FLSA Status: Non-exempt Salary: $48,775-$98,242 FTE: 1.0 JOB TITLE: Culturally Responsive Coordinator- TEMPORARY REPORTS TO: Director of Equity & Inclusion GENERAL DUTIES SUMMARY: Culturally Responsive Coordinators function as part of the broader Equity strategic plan for TTSD. Their roles are to build relationships with local and community-specific partners to connect culturally relevant resources, engagement opportunities, and activities for underserved and underrepresented students and families. This role will include site specific responsibilities and district level responsibilities. They will be a part of a broader network of support for Family Partnership advocates, Building Equity Coordinators, and Equity Leadership Teams for TTSD schools. They will help bridge the current needs of the community to support the district’s goal of being a Culturally Responsive School District. They will support and facilitate cross-level and school collaboration through feeder school systems for Tigard and Tualatin. ESSENTIAL DUTIES and RESPONSIBILITIES: School Site Responsibilities: Serve as part of High school leadership teams as defined locally and individualized to meet the needs of the local middle school community with intentional focus on underserved and underrepresented students and families. Responsibilities for local middle schools will be co-designed with the Director of Equity & Inclusion. Support Family partnership advocates with access to culturally relevant resources to support families and students Support extra-curricular activities developed by affinity and alliance groups Review and disaggregate data to follow trends and patterns of outcomes for historically underserved and underrepresented students. Connect with local colleges and universities with affinity and alliance groups to TTSD’s affinity and alliance groups Support Family partnership advocates with culturally relevant family and community events Support schools in listening and feedback sessions that are culturally relevant Serve as facilitator, co-lead, and/or participate as part of the district’s ethnography team to gain insight into current school systems and family systems to build dual capacity for partnership Develop relationships with local and culturally-specific partners and strengthen relationships with stakeholders. Lead development of a network of supports for families and students that are culturally relevant and responsive to the needs of our historically underserved and underrepresented students and families District Level Responsibilities: Facilitate collaborative partnerships between schools in TTSD. Operationalize the committee work from TTSD Equity Pillar leadership. Co-lead culturally responsive professional development opportunities for Family Partnership Advocates, Building Equity Coordinators, and Equity Leadership teams. Support training of family partnership advocates for home visits Complete assignments from Building Administrators or Director of Equity and Inclusion Facilitate, co-lead, and/or participate in Family Pillar Meetings, Building Equity Coordinator Meetings, and District Equity Leadership meetings as needed. Coordinate and help oversee community initiatives with the assistance from Director of Equity and Inclusion (neighborhood walks, community-centric events, district-wide student and family affinity nights, district-level intercultural events, etc.) Manage and maintain a flexible work schedule to support the needs of students and families in the TTSD community. Assist and support Director of Equity and Inclusion and actualize Equity Mission and vision for TTSD. QUALIFICATIONS: Minimum: Strong equity lens Experience working with diverse populations and connecting students' needs and improving academic outcomes for students. Strong knowledge of Culturally Responsive Pedagogy. Self-starter and creative problem-solver. Strong relationship builder. Ability to navigate conflict through effective communication. Strong interpersonal skill.s Experience working with students who are first-generation and/or from traditionally underrepresented backgrounds. Technical skills include the use of presentation software, word processing, and the ability to learn and use technology to innovate and increase efficiency. Ability to work with minimal supervision, ability to prioritize and manage multiple projects; ability to solve problems and make decisions. Oregon or Washington State driver’s License. Preferred: Strong knowledge of theory, current research, and emerging promising practices in race equity education as applied to instruction, anti-bias education and culturally sustaining practices. Knowledge of current and emerging promising practices in teaching adults. Knowledge of Improvement Science for transformational practices in continuous improvement efforts. Three or more years of experience creating and facilitating effective professional development in race equity in meetings and workshop settings. Strong excellent written, verbal, and presentation skills. This includes the ability to express complex ideas with clarity and precision both orally and in writing. Demonstrated commitment to principles of equity, trauma-informed care, and anti-oppressive practice. Understanding of the role of racism and other systemic inequities in an individual’s life. Genuinely enjoy working with young people and their families. Experience in creating successful partnerships between organizations or groups. Knowledge of the American public school system or experience navigating post-secondary education. Individuals from historically underserved populations and/or lived experience of navigating poverty are highly encouraged to apply. EDUCATION and EXPERIENCE: Master’s Degree or equivalent training in curriculum, instruction, education, counseling, social justice, social work, or a related field. Hold or be eligible to obtain an Oregon Teaching Teachers Standards & Practices Commission (TSPC). Bilingual/Bicultural preferred. WORKING CONDITIONS: The physical demands described here are representative of those that must be met by an 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. Working at a computer station for possible extended periods of the day Working in a variety of environments, including home visits to students and families, served Carrying 10-15 lbs. infrequently Driving to various parts of the district, county, and state Paperwork is done in an office environment. Traveling to meetings, family homes and sites is essential, some transporting of equipment and supplies is involved. Some activities will take place during inclement weather. Maintain a flexible work schedule that may include some evenings and weekends. 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 TTEA-OEA. TERMS OF EMPLOYMENT 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. Building Equity Coordinators, and Equity Leadership Teams for TTSD schools. They will help bridge the current needs of the community to support the district’s goal of being a Culturally Responsive School District. They will support and facilitate cross-level and school collaboration through feeder school systems for Tigard and Tualatin. SUPERVISORY RESPONSIBILITIES: This role does not have any supervisory responsibilities. ESSENTIAL DUTIES and RESPONSIBILITIES: School Site Responsibilities (80%): Serve as part of high school leadership teams as defined locally and individualized to meet the needs of the local high school community with intentional focus on underserved and underrepresented students and families. Responsibilities for local high schools will be co-designed with the District Equity Coordinator. Support Family partnership advocates with access to culturally relevant resources to support families and students. Support extra-curricular activities developed by affinity and alliance groups. Review and disaggregate data to follow trends and patterns of outcomes for historically underserved and underrepresented students. Connect with local colleges and universities with affinity and alliance groups to TTSD’s affinity and alliance groups. Support Family partnership advocates with culturally relevant family and community events. Support schools in listening and feedback sessions that are culturally relevant. Serve as facilitator, co-lead, and/or participate as part of the district’s ethnography team to gain insight into current school systems and family systems to build dual capacity for partnership. Develop relationships with local and culturally-specific partners and strengthen relationships with stakeholders. Lead development of a network of supports for families and students that are culturally relevant and responsive to the needs of our historically underserved and underrepresented students and families. District Level Responsibilities (20%): Facilitate collaborative partnerships between schools in TTSD. Operationalize the committee work from TTSD Equity Pillar leadership. Co-lead culturally responsive professional development opportunities for Family Partnership Advocates, Building Equity Coordinators, and Equity Leadership teams. Support training of family partnership advocates for home visits. Complete assignments from Building Administrators or District Equity Coordinator. Facilitate, co-lead, and/or participate in Family Pillar Meetings, Building Equity Coordinator Meetings, and District Equity Leadership meetings as needed. Coordinate and help oversee community initiatives with the assistance from District Equity Coordinator (neighborhood walks, community-centric events, district-wide student and family affinity nights, district-level intercultural events, etc.). Manage and maintain a flexible work schedule to support the needs of students and families in the TTSD community. Assist and support District Equity Coordinator to operationalize and actualize Equity Mission and vision for TTSD. QUALIFICATIONS: Minimum: Strong equity lens Experience working with diverse populations and connecting students’ needs and improving academic outcomes for students. Strong knowledge of Culturally Responsive Pedagogy Oregon’s Driver’s License Self-starter and creative problem-solver Strong relationship builder Ability to navigate conflict through effective communication. Strong interpersonal skills Experience working with students who are first-generation and/or from traditionally underrepresented backgrounds. Technical skills include the use of presentation software, word processing, and the ability to learn and use technology to innovate and increase efficiency. Ability to work with minimal supervision, ability to prioritize and manage multiple projects; ability to solve problems and make decisions. Preferred: Strong knowledge of theory, current research, and emerging promising practices in race equity education as applied to instruction, anti-bias education and culturally sustaining practices. Knowledge of current and emerging promising practices in teaching adults. Knowledge of Improvement Science for transformational practices in continuous improvement efforts Three or more years of experience creating and facilitating effective professional development in race equity in meetings and workshop settings. Strong excellent written, verbal, and presentation skills. This includes the ability to express complex ideas with clarity and precision both orally and in writing. Demonstrated commitment to principles of equity, trauma-informed care, and anti-oppressive practice. Understanding of the role of racism and other systemic inequities in an individual’s life. Genuinely enjoy working with young people and their families. Experience in creating successful partnerships between organizations or groups. Knowledge of the American public-school system or experience navigating post-secondary education. Individuals from historically underserved populations and/or lived experience of navigating poverty are highly encouraged to apply. EDUCATION and EXPERIENCE: Master’s Degree or equivalent training in curriculum, instruction, education, counseling, social justice, social work, or a related field. Hold or be eligible to obtain an Oregon Teaching Teachers Standards & Practices Commission (TSPC) Bilingual/Bicultural preferred WORKING CONDITIONS: 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. Working at a computer station for possible extended periods of the day Working in a variety of environments, including home visits to students and families, served Carrying 10-15 lbs. infrequently Driving to various parts of the district, county, and state Paperwork is done in an office environment. Traveling to meetings, family homes and sites is essential, some transporting of equipment and supplies is involved. Some activities will take place during inclement weather. Maintain a flexible work schedule that may include some evenings and weekends. 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 TTEA-OEA. TERMS OF EMPLOYMENT 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.