Temporary 1.0 FTE position for the 2025-2026 school year.

 

Job Title: Social Emotional Learning Advocate

Classification: Certified

Supervisor:  Principal

FLSA Status: Exempt

Contract: 192 days                                                                                                                            

 

Summary:  The Social Emotional Learning Advocate (SELA) provides consultation, coaching and modeling to school personnel of effective classroom and student management strategies.  The SELA is responsible for the Tier 1, Tier 2, and Tier 3 student support programs, develops individual student success plans in collaboration with the student, family, teacher and administrator, supervises support staff and provides professional development as directed by the Principal and Student Wellness Coordinator.

 

Essential Duties and Responsibilities:

• Serve as resource to school personnel, students, and parents and in areas of pro-social behavior, social and emotional learning and student needs.
• Develops and implements evidenced-based Student Success Plans based on strategies and interventions for students, staff, teachers and administrators.
• Develops and implements instruction related to pro-social behavior, social and emotional learning for Tier 1, Tier 2, and Tier 3 school-wide and individual student supports.
• Observes students and collects data on behavior and assessment of social-emotional learning programs.
• Provides consultation, coaching and Tier 1, Tier 2 and Tier 3 interventions and strategies to school personnel.
• Provides crisis support to school personnel including: assistance with writing, implementing, and monitoring risk assessments and safety plans.
• Serves in collaboration with the Response to Intervention (RTI) team for the pre-referral and referral for evaluation for Special Education.
• Develops and conducts professional development as directed by building principal and Student Wellness Coordinator.
• Provides daily supervision to support staff to include training, coaching, and oversee the implementation of assignments in support of the overall student support services for their building.
• Attends regularly scheduled or periodic meetings and district sponsored in-service programs.
• Assist in the development of district and school programs, as assigned/requested. 

Professional Preparedness and Growth

• Instruction reflects well-planned and effective methodology.
• Develop and implement instructional practices and strategies that include multiple methods of assessment, support student in meeting rigorous learning goals and engage and encourage learners to develop deep understanding of content.
• Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional and physical areas, diversity of cultures and communities; implement and insure a developmentally appropriate, challenging and high-standards learning environment.
• Make objective, non-emotional, well-informed decisions regarding the welfare of students.
• Instruction reflects adequate and current knowledge of essential skills, literacy promotion, social-emotional learning and technology.
• Improves professional skills through in-service workshops, district meetings, continuing education, etc.
• Goal setting and cooperative planning with supervisor.

 

Principles of Teaching and Learning

• Shows respect, consideration and fairness of students varying learning levels.
• Meets needs of students with special interests, abilities, and learning problems.
• Gives students personal help and positive reinforcement.
• Helps students set achievement expectations and evaluate their own progress.
• Establish and communicate clear objectives for all learning activities.
• Provide a variety of learning materials and resources for use in educational activities.
• Makes clear to the students what they are learning and why. 

Multi-Ethnic/Multi-Cultural Education

• Includes lessons and instruction that are culturally responsive.
• Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age or national origin. 

Evaluation/Assessment of Students

• Knowledge of interventions and strategies of a multi-tiered system of support.
• Crisis intervention skills and ability to administer a risk assessment.
• Ability to observe, collect and analyze data in a student caseload.
• Update and maintain accurate and complete records of student progress and development as required by school, district, state, and federal policies, regulations and laws.
• Consults principal, specialist, other teachers in the school, and students in evaluating own plans, methods, and results.
• Uses instruments and methods that effectively measure the students' attainment of learning goals.
• Makes clear to students how success will be judged.
• Communicates effectively in a professionally appropriate manner with parents/guardians, colleagues and students regarding student achievement and behavior. 

Classroom Management

• Develop and support the implementation of effective classroom management strategies, to support a safe, secure and respectful learning environment; communicate student behavior expectations in a positive manner; convey reminders, rules and expectations with consistency and equity, while recognizing the unique qualities and characteristics of the individual.

Communication Skills

• Regularly communicates with parents, students, colleagues and supervisors in writing and verbally in a professionally appropriate manner.
• Actively listens to concerns, problems or issues and formulates a professionally appropriate response which is aligned with the Medford School District’s core values.
• Encourages and builds strong school to home and community partnerships to better serve the needs of all students in the Medford School District.
• Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher is not able to respond completely, or to something that is complex in nature. 

Organizational Responsibilities

• Cooperates with and supports faculty members.
• Ability to manage multiple projects/priorities.
• Ability to maintain appropriate confidentiality.
• Ability to work independently with minimal supervisor and as a team member.
• Understand District policies and procedures and make decisions accordingly.
• Observes the spirit and intent of rules and regulations of the school and school system.
• Assumes necessary non-instructional responsibilities.
• Provides complete data to the school and district administration as requested for management purposes.
• Maintains accurate student records.
• Shares the responsibilities with all other employees for promoting the educational goals and developing pubic acceptance of the school system. 

Marginal Duties and Responsibilities:

• Provide direct support to classrooms as assigned.
• Other related duties as assigned. 

Supervisory Responsibilities:

• All employees of the Medford School District have responsibility for supervising students and assisting in maintaining a safe environment.

 

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.

 

Education and/or Experience:    A Bachelor’s Degree in Education or Special Education, Applied Behavioral Sciences, Psychology, Social Work, mental health or related fields required. Successful experiences working with students who have challenging behavior, social and emotional needs.

Interpersonal Skills:  Ability to interact appropriately with teachers, staff, members of the community, students and others including local law enforcement. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.

Language Skills:  Ability to communicate fluently in English both verbally and in writing. Preference may be given to applicants who are fluent in both English and Spanish. Ability to effectively present information in one-on-one and small group situations to other district employees.  Ability to verbally respond to common inquiries from students.  Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals.  Ability to write routine reports and correspondence.

Mathematical Skills:  Ability to add and subtract two digit numbers and to multiply and divide with 10’s and 100’s.  Ability to perform these operations using units of American money and weight measurement, volume and distance.

Reasoning Ability:  Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form.  Ability to deal with problems involving a few concrete variables in a variety of unpredictable situations.

Computer Skills:  General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets and word processing software.

Certificates, Licenses, Registrations:  Oregon TSPC licensure in elementary / secondary education, special education, school counseling or school psychology or related field is required. The chosen candidate will need to have or be eligible for CPI certification.

 

Physical Demands:  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. 

 

While performing the duties of this job, the employee is regularly required to talk or hear.  The employee is frequently required to walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms.  The employee is frequently required to stand and stoop, kneel, crouch or crawl.  The employee must regularly lift and/or move up to 25 pounds and occasionally up to 100 pounds. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision. Speaking clearly enough to be able to be understood by others. Identifying and understanding the speech of another person. Emotional stability to work effectively under pressure and to keep all aspects of the job under control.

 

Work Environment:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

The noise level in the work environment is usually low to moderate.  The employee is exposed to wet or humid conditions, as well as outdoor weather conditions. Employee may be exposed to bloodborne pathogens. Employee may be subject to temperature fluctuations, fumes, odors and dust.

 

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job.  This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment.  The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable. 

 

EQUAL OPPORTUNITY EMPLOYER

 

Medford School District 549C is an Equal Opportunity Employer, and in accordance with Federal and State legislation, including Title IX, title VIII, ORS 659.150, does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, marital status, religion, national origin, age, or disability in employment or educational programs.

 

Medford School District 549C is an equal opportunity employer and provides qualifying veterans and disabled veterans with preference in employment in accordance with ORS 408.225, 408.230, and 408.235.

 

Qualifying veterans and disabled veterans may obtain preference by submitting as verification of eligibility, a copy of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) or a letter from the US Dept. of Veteran’s Affairs indicating receipt of a non-service connected pension to your application by the closing date.  Disabled Veterans must also submit a copy of their Veteran’s disability preference letter from the Dept. of Veteran Affairs, unless the information is included on the DD Form 214/215.