Summer School Program DATES/TIMES: June 24-28, Monday-Friday, 12:00 - 6:00 PM (hours may be reduced or vary depending on student and family needs) July 1-3, Monday-Wednesday, 9:00 AM-5:00 PM, and July 8-August 2 Monday-Friday, 10:00 AM – 6:00 PM (hours may vary depending on student and family needs) SUMMER PROGRAM FOCUS: Literacy, math, daily living skills, language, and social-emotional learning; and family engagement LOCATION: Independence Elementary TRAINING: June 24-27, 2024 Program Preparation and ClosurePREPARATION: The Migrant Program TOSA is a member of the Summer Program Leadership Team. Planning meetings and work sessions will occur outside of the regular workday and may include time on the weekends, if people are available. Staff will meet throughout the months of April – June. The estimated amount of planning time: Up to 75 hours (combination of group and individual work time) CLOSURE: After the o?cial program ends on August 2, the Summer and Migrant Programs TOSA will complete the federal, state, and district reports, continue to provide support to students and families, and participate in closure activities with district and community partners. The estimated post-program time: Up to 60 hours (combination of group and individual work time) Purpose Statement: The job of Teacher on Special Assignment (TOSA) is done for the purpose/s of facilitating student and family programs for individuals eligible for the Migrant Program. The TOSA collaborates with summer staff and community partners to support high quality academic, SEL, and language instruction in a positive and safe learning environment. This job reports to the Summer School Administrator Essential Functions Collaborates with the Summer Program Leadership and Planning Teams to design the Migrant and elementary summer program, including, developing student and special event schedules, creating a communication plan, and identifying the content Organizes and coordinates afternoon and evening programs, with district sta?, for students, families, and caregivers who qualify for the Migrant Program Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students Creates and supports an environment that is safe, grounded in equitable practices, and conducive to academic and social-emotional learning for all participants Supports sta? implementation of positive behavior support and restorative practices with students and adults Guides the learning process toward the achievement of program goals. Communicates expectations regarding regular student assessment to monitor progress. Models and supports sta? members taking all necessary and reasonable precautions to protect students, equipment, materials, and facilities Maintains accurate, complete, and correct records as required by law, District policy, and administrative regulation Makes provision for being available to students and parents/caregivers/families for education-related purposes outside the instructional day when required or requested to do so under reasonable terms Plans and supervises purposeful assignments for instructional assistant(s), bilingual teacher-scholars, volunteers, and community partners Leads a variety of training, meetings and activities (e.g. conferences, afterschool/evening programs) for the purpose of contributing to an e?ective school program Strives to maintain and improve professional competence Working Environment The usual and customary methods of performing the job's functions require the following physical demands: signi?cant lifting, carrying, pushing, and/or pulling; some climbing and balancing; signi?cant stooping, kneeling, crouching, and/or crawling; and signi?cant ?ne ?nger dexterity. Generally the job requires 20% sitting, 20% walking, and 60% standing. The job is performed under minimal temperature variations and some hazardous conditions. QUALIFICATION STANDARDS: B.S./B.A. Valid and appropriate Oregon Teaching Certi?cate. Experience working with Migrant students, families, caregivers, families, and agencies. Ability to work well with students, families, caregivers, colleagues, and community partners. Ability to work in a ?exible schedule. Ability to facilitate educational and enrichment programs for students, families, and caregivers. Knowledge of teaching principles/techniques, District philosophy, curriculum, policy and procedure governing classroom instruction. Skill in assessing, planning and implementing programs of study for students that will contribute to their development as mature, able, and responsible individuals. Ability to apply e?ective principles of teaching to direct and motivate students. Ability to be responsible for the learning environment of assigned students and for supporting assigned sta? members. Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, e?orts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any speci?c terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable. SKILLS, KNOWLEDGE AND ABILITIES SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Speci?c skills required to satisfactorily perform the functions of the job include: adhering to safety practices; administering ?rst aid; applying assessment instruments; planning and managing projects; preparing and maintaining accurate records; operating equipment used in education; and using pertinent software applications KNOWLEDGE is required to perform algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to de?ne issues and draw conclusions. Speci?c knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities; best practice teaching principles/techniques; concepts of grammar and punctuation; equipment and materials utilized for classroom instruction; federal, state and local policies, procedures and practices; health standards and hazards; principles of directing and motivating students; safety practices and procedures; and stages of child development ABILITY is required to schedule activities; routinely gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and utilize equipment under a variety of conditions for multiple purposes. Ability is also required to work with a signi?cant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of types of job-related equipment. In working with others, independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is moderate to signi?cant. Speci?c abilities required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining con?dentiality; meeting deadlines and schedules; setting priorities; working as part of a team; working with detailed information/data; working with frequent interruptions; applying e?ective principles of teaching to direct and motivate students; creating an environment conducive to learning; supervising assigned teacher assistants and volunteers and managing classroom behavior. Language Fluent in oral and written communication in English. Required - bilingual in English and Spanish. Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others.