Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:15 Position Category General Classroom End Time 3:15 School / Department Address 20080 SW Farmington Rd Beaverton, OR 97007 Preferred Qualifications Bilingual Spanish Additional Position Details Spanish Bilingual is Preferred since this position is becoming a dual-language position in the future Job Description " TEACHER Purpose: The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities in accordance with the the student's IEP, using a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with endorsement in the assigned subject area. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions: The Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid sick leave plus four personal days per year. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hours credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Career Advancement Programs: University partnerships for career pathway opportunities. Professional Development: Programs and classes our Kickup Workplace Development. Mentor Programs: Dedicated mentors for new teachers with a confidential teacher-driven model. BIPOC Affinity Mentors: opportunities for newly hired educators of color through the use of a support network. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Stipend for some competitive positions. Rules and considerations vary depending on the employee's contract. Closing Date 04-Jun-2025 Open Until Filled Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category Special Education End Time 3:55 School / Department Address 15555 SW Davis Rd Beaverton, OR 97007 Employment type Full Time Preferred Qualifications SPED endorsement is required for this position Additional Position Details 999001371 R0 Job Description SPECIAL EDUCATION TEACHER Purpose: The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with disabilities. The Special Education teacher creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal, Assistant Principal, or Special Education Administrator Nature & Scope : The Special Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Special Education: Case manages and coordinates the IEP process for all students on caseload. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students� educational, physical, and social/emotional development. Schedules and manages the activities of paraprofessionals. Delegates duties to Instructional Assistants, and monitors effectiveness, providing direction and training as needed. Serves as a member of multidisciplinary teams. Maintain close and frequent communication with parents, guardians, concerned agencies and outside professional consultants. Routinely communicates with general education Teachers in regards to specific IEP needs of students within regular classroom environments. Counsels Teachers on effective modifications, and assists with ensuring that students are receiving the requisite instructional support as identified on the student�s IEP. Serves as an expert resource on the application of Special Education law in the classroom and appropriate instructional strategies. Provides specialized instruction, such as Behavior Instruction or Cognitive Instruction or Work Exploration. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with Handicapped Learner authorization. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions: The Special Education Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Special Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year: 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit: BEA FLSA Status: Exempt Date Approved: Date Revised: May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. "" Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid sick leave plus four personal days per year. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hours credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Career Advancement Programs: University partnerships for career pathway opportunities. Professional Development: Programs and classes our Kickup Workplace Development. Mentor Programs: Dedicated mentors for new teachers with a confidential teacher-driven model. BIPOC Affinity Mentors: opportunities for newly hired educators of color through the use of a support network. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Stipend for some competitive positions. Rules and considerations vary depending on the employee's contract. Open Until Filled Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category Special Education End Time 3:55 Employment type Full Time Preferred Qualifications Sped endorsement is a requirement for this position Additional Position Details Partnering with primary EGC teacher and the para educator II tean. Job Description SPECIAL EDUCATION TEACHER Purpose: The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with disabilities. The Special Education teacher creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal, Assistant Principal, or Special Education Administrator Nature & Scope : The Special Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Special Education: Case manages and coordinates the IEP process for all students on caseload. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students� educational, physical, and social/emotional development. Schedules and manages the activities of paraprofessionals. Delegates duties to Instructional Assistants, and monitors effectiveness, providing direction and training as needed. Serves as a member of multidisciplinary teams. Maintain close and frequent communication with parents, guardians, concerned agencies and outside professional consultants. Routinely communicates with general education Teachers in regards to specific IEP needs of students within regular classroom environments. Counsels Teachers on effective modifications, and assists with ensuring that students are receiving the requisite instructional support as identified on the student�s IEP. Serves as an expert resource on the application of Special Education law in the classroom and appropriate instructional strategies. Provides specialized instruction, such as Behavior Instruction or Cognitive Instruction or Work Exploration. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with Handicapped Learner authorization. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions: The Special Education Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Special Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : June 5, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid sick leave plus four personal days per year. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hours credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Career Advancement Programs: University partnerships for career pathway opportunities. Professional Development: Programs and classes our Kickup Workplace Development. Mentor Programs: Dedicated mentors for new teachers with a confidential teacher-driven model. BIPOC Affinity Mentors: opportunities for newly hired educators of color through the use of a support network. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Stipend for some competitive positions. Rules and considerations vary depending on the employee's contract. Open Until Filled Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category Social Work End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Full Time Preferred Qualifications Spanish preferred Job Description SOCIAL WORKER Teaching and Learning Department Purpose The Social Worker helps students overcome barriers to social and academic development by providing outreach and coordination of for the student and his/her family, in order to foster a nurturing school and family environment. Reports to : Executive Administrator for Student Services or Administrator for Special Programs Nature & Scope : The Social Worker works independently following standardized routines under general supervision. The nature of the work requires adherence to policies, procedures, and regulations. This job requires frequent interaction both with students and families who may be in situations of distress and as such requires a high level of professional decorum, superlative judgment and the ability to perform under moderately stressful conditions. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Identifies social, emotional and psychological barriers to student achievement and develops intervention strategies to address them. Assesses home, community and school conditions impacting a student�s social and academic achievement, including home visits as necessary. Provides direct counseling services to and serves as an advocate for students and their families. Directs students and families to appropriate non-District-based resources and serves as a liaison to community agencies in coordinating and managing their delivery. Works cooperatively with other student support personnel and, as necessary, outside agencies in performing assessments, managing cases and evaluating progress. Provides crisis intervention, conflict resolution and case management services. Serves as a liaison between the District, students and their families. Provides training and consultation to faculty, administrators and other school personnel. Organizes parent education information nights. Maintains appropriate case records and produces written reports. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Must possess a master�s degree in social work or a related field. Must possess an Oregon state license to practice social work or a related field. Must possess excellent written and oral communication skills. Must hold a valid Oregon or Washington driver�s license. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Social Worker works in a variety of settings, often at multiple sites within a given day. Much work will be required in locations not under the purview of the District, including private residences. The work may involve assignments that require extensive amounts of time outside regular school hours. The position involves a high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. Planning, assessment and communications with student and families may include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year Bargaining Unit : BEA FLSA Status : Non-Exempt Date Approved : Date Revised : August 7, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category General Classroom End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Part Time Job Description " TEACHER Purpose The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities in accordance with the the student's IEP, using a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with endorsement in the assigned subject area. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category PE & Health End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Part Time Preferred Qualifications Bilingual Spanish preferred. Prefer part-time candidates. Job Description PHYSICAL EDUCATION TEACHER Purpose: The Physical Education Teacher instructs and encourages all students to develop lifelong habits of healthy physical activity and sportsmanship. The Physical Education Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Modifies the general education curriculum for students with disabilities in accordance with the student's IEP, using a variety of instructional techniques and technologies. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Physical Education: Analyzes, demonstrates and explains motor skills, social skills, fitness, healthy eating and fitness concepts through a variety of games, activities, rhythms and exercise that lead to life-time fitness. Consistently provides opportunity for at least 50% of class time to be moderate to vigorous physical activity for all children. Provides appropriate safety instruction and makes safety checks prior to using equipment and before utilizing teaching space (including field areas and gyms) to ensure the overall safety of pupils. Stores, controls, and maintains inventory of equipment used in physical education. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with endorsement in the assigned content area of Physical Education. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Physical Education Teacher works primarily in a school building and on school building grounds; instructional time is typically spent in a gymnasium or on outdoor athletic fields. The incumbent must be able to demonstrate proper form for numerous sports and recreational activities, and must be able to stand and/or walk for long periods of time. The work environment may include exposure to unpleasant interior or exterior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Physical Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category Special Education End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Full Time Job Description SPECIAL EDUCATION TEACHER Purpose: The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with disabilities. The Special Education teacher creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal, Assistant Principal, or Special Education Administrator Nature & Scope : The Special Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Special Education: Case manages and coordinates the IEP process for all students on caseload. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students� educational, physical, and social/emotional development. Schedules and manages the activities of paraprofessionals. Delegates duties to Instructional Assistants, and monitors effectiveness, providing direction and training as needed. Serves as a member of multidisciplinary teams. Maintain close and frequent communication with parents, guardians, concerned agencies and outside professional consultants. Routinely communicates with general education Teachers in regards to specific IEP needs of students within regular classroom environments. Counsels Teachers on effective modifications, and assists with ensuring that students are receiving the requisite instructional support as identified on the student�s IEP. Serves as an expert resource on the application of Special Education law in the classroom and appropriate instructional strategies. Provides specialized instruction, such as Behavior Instruction or Cognitive Instruction or Work Exploration. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with Handicapped Learner authorization. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Special Education Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Special Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit: BEA FLSA Status Exempt Date Approved: Date Revised: May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. "" Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category General Classroom End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Full Time Job Description " TEACHER Purpose The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities in accordance with the the student's IEP, using a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with endorsement in the assigned subject area. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 8:00 Position Category Social Work End Time 4:00 School / Department Address 1260 NW Waterhouse Ave Beaverton OR 97006 Employment type Full Time Preferred Qualifications Bilingual Preferred Deep understanding of language acquisition across content areas Experience with delivering professional development to staff Excellent at working with adults and collaborating across schools and departments Some leadership experience at the building level or outside organizations Flexible in adjusting to changes in job responsibilities and job location Student-centered Deep understanding of state/federal requirements for serving multilingual learners that qualify for the English Language Development program Ability to work independently Deep understanding of trauma-informed practices Deep understanding of effective social and emotional learning/restorative strategies for multilingual learners Additional Position Details Newcomer Social Worker This position will be based at multiple schools, particularly Aloha-Huber Park K-8 and Meadow Park Middle School, but supervised by the Multilingual Department administration. This position will work with a team of individuals passionate about serving multilingual learners across all schools and all levels. A Multilingual Department Newcomer Social Worker will support the district’s current and future Newcomer Programs across all levels but responsibilities will be specific to elementary and middle school programs. Newcomer Social Workers complete comprehensive home visits to include extensive intake processes that provide insight into key information needed to support students as well as families as they transition to the new environment. Newcomer Social Workers work closely with administrators, teachers, and paraeducators at the building levels to ensure that newcomer students have all their needs met so they are able to access the learning. It is essential for the Newcomer Social Worker to have exceptional interpersonal skills to be able to work with multiple people with varying backgrounds and expertise. We are looking for dynamic, flexible, collaborative, and resourceful educators to join our team! Conduct a comprehensive Intake process Conduct Home visits Complete Assessments of students/families Serve as a resource for students & families (social & emotional support, acculturation, school and community resource coordination) Provide students with brief mental health, behavioral, and crisis supports Curate resources in the community that could be shared with families Use translation and/or interpretation services through MLD for languages reflective of the Newcomer student body when conducting SW business Run groups to help students with social and emotional learning Contact student after 4 consecutive absences; if language support is needed Collaborate with other Newcomer staff to find needed supports for NC students and families Keep thorough documentation of students and families in the program Manage OSB for middle and high school students Maintain a high level of confidentiality Work individually with students who self-refer or who are referred by the teacher/other school staff Work with Newcomer students as a group to teach skills identified as problem areas by teachers/other school staff Collaborate with teachers to monitor attendance and utilize team interventions Attend school conferences when possible Attend IEP, 504 eligibility meetings when possible Attend transition meetings Medical, dental, vision coordination (in coordination with school nurse) Oversee and distribute needed resources to students/families such as food resources, clothing, etc. Job Description SOCIAL WORKER Teaching and Learning Department Purpose The Social Worker helps students overcome barriers to social and academic development by providing outreach and coordination of for the student and his/her family, in order to foster a nurturing school and family environment. Reports to : Executive Administrator for Student Services or Administrator for Special Programs Nature & Scope : The Social Worker works independently following standardized routines under general supervision. The nature of the work requires adherence to policies, procedures, and regulations. This job requires frequent interaction both with students and families who may be in situations of distress and as such requires a high level of professional decorum, superlative judgment and the ability to perform under moderately stressful conditions. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission. Identifies social, emotional and psychological barriers to student achievement and develops intervention strategies to address them. Assesses home, community and school conditions impacting a student’s social and academic achievement, including home visits as necessary. Provides direct counseling services to and serves as an advocate for students and their families. Directs students and families to appropriate non-District-based resources and serves as a liaison to community agencies in coordinating and managing their delivery. Works cooperatively with other student support personnel and, as necessary, outside agencies in performing assessments, managing cases and evaluating progress. Provides crisis intervention, conflict resolution and case management services. Serves as a liaison between the District, students and their families. Provides training and consultation to faculty, administrators and other school personnel. Organizes parent education information nights. Maintains appropriate case records and produces written reports. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Must possess a master’s degree in social work or a related field. Must possess an Oregon state license to practice social work or a related field. Must possess excellent written and oral communication skills. Must hold a valid Oregon or Washington driver’s license. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Social Worker works in a variety of settings, often at multiple sites within a given day. Much work will be required in locations not under the purview of the District, including private residences. The work may involve assignments that require extensive amounts of time outside regular school hours. The position involves a high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. Planning, assessment and communications with student and families may include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year Bargaining Unit : BEA FLSA Status : Non-Exempt Date Approved : Date Revised : August 7, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Open Until Filled Show more Show less

Assignment Begin Date 19-Aug-2025 Level Secondary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 8:00 Position Category Teacher on Special Assignment End Time 4:00 School / Department Address 1260 NW Waterhouse Ave Beaverton OR 97006 Employment type Full Time Preferred Qualifications Desirable Qualifications: Bilingual Preferred Deep understanding of language acquisition across content areas Deep knowledge of dual language programming and best practices Ability to synthesize current and relevant research around language acquisition, dual language programming and deliver key information to staff and administrators across all levels Ability to provide guidance on the intersections and alignment between the English Language Development (ELD) and Dual Language programs at schools Experience with delivering professional development to staff Excellent at working with adults and collaborating across schools and departments Some leadership experience at the building level or outside organizations Flexible in adjusting to changes in job responsibilities and job location Student-centered Deep understanding of state/federal requirements for serving multilingual learners that qualify for the English Language Development program Additional Position Details Teaching & Learning Teacher on Special Assignment (TOSA) - Multilingual Team The Beaverton School District is accepting applications for a Secondary Teaching & Learning Teacher on Special Assignment (TOSA). This position will be based with the Multilingual Team and will work with a team of individuals passionate about serving multilingual learners across all schools and all levels. A Secondary Teacher on Special Assignment (TOSA) will support the district’s current and future implementation of English Learner program models to include Co-Teaching and Dual Language across all levels but responsibilities will be specific to secondary programs. Additionally, the Secondary TOSA will lead our World Language program implementation and support. We are seeking candidates with classroom teaching experience either teaching a content area that was co-taught or in a dual language classroom setting. Additionally, we are seeking candidates with strong knowledge and expertise with foundational skills for adolescent learners in the context of biliteracy/multiliteracy. This TOSA position will work with a team of individuals passionate about serving multilingual learners across all content areas, schools, and levels. Teaching & Learning TOSAs consistently use data to determine additional support for schools and best instructional strategies and provide extensive professional development opportunities for staff. We are looking for dynamic, flexible, collaborative, and resourceful teacher leaders to join our team! In Addition To The Regular Certified Salary, Multilingual Team TOSAs Will Be Compensated a Stipend Of Three Weeks At Their Per Diem Rate And An Additional $4,100 For Any Hours Worked Outside Of The Contracted Day/calendar Throughout The School Year. The Multilingual Team TOSA Stipend Supports Work Done: two weeks before the first day of the licensed contract in August and one week after the last day of the licensed contract in June and any additional hours worked outside of the contracted day throughout the school year, in addition to the three evening commitments allowed in the licensed contract. Bilingual Preferred Deep understanding of language acquisition across content areas Deep knowledge of dual language programming and best practices Ability to synthesize current and relevant research around language acquisition, dual language programming and deliver key information to staff and administrators across all levels Ability to provide guidance on the intersections and alignment between the English Language Development (ELD) and Dual Language programs at schools Experience with delivering professional development to staff Excellent at working with adults and collaborating across schools and departments Some leadership experience at the building level or outside organizations Flexible in adjusting to changes in job responsibilities and job location Student-centered Deep understanding of state/federal requirements for serving multilingual learners that qualify for the English Language Development program Required Qualifications: Content Area Endorsement ESOL Endorsement or Dual Language/Bilingual Specialization Job Description TEACHER ON SPECIAL ASSIGNMENT (TOSA)– CENTRAL SERVICES Various Departments Purpose: The TOSA – Central Services enhances organizational capacity and improves student achievement by applying teacher expertise to central departments. Reports to : Any of various Administrators who oversee central functions. Nature & Scope : The TOSA – Central Services works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with teachers, students, parents, school administrative staff, and school employees. The position requires a high level of professional decorum, calm, and the ability to act as a role model to others. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Provides leadership toward the development of effective instructional practices and overall school or departmental effectiveness. Supports and assists teachers and administrators in the implementation of District educational objectives. Serves as a resource to enhance instructional practices and/or the selection of personnel that improves student achievement. Plans long-range programming goals in accordance with school, District and state initiatives, taking account of input from administrators, staff and/or students. Communicates clear and specific goals and directions to stakeholders. Assumes leadership in sharing knowledge and expertise with colleagues. Demonstrates application of recent professional research, current best practices and content knowledge and builds that capacity in others. Effectively incorporates current and relevant tools and resources. Models understanding of culturally relevant practices and a commitment to implement them. Plans and delivers support and professional development that incorporates input and feedback to maximize effectiveness. Collects and analyzes data from multiple sources to determine impact and effectiveness. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Maintains current TSPC Licensure. Must possess five years of successful teaching experience. Must demonstrate successful teacher leadership. Must possess excellent written and oral communication skills. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions: The TOSA – Central Services works primarily within an office building and frequently within school buildings. The work environment is often controlled and quiet, but the work environment will also frequently include moderate to loud noise. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. Regular travel to school sites will be required as well as occasional statewide or national travel. Attendance at meetings or activities outside of the normal workday will also be required, including frequent, prolonged, and irregular hours including evening/weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year, plus in-service and training. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : June 13, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Open Until Filled Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category English Language Development End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Full Time Preferred Qualifications Leadership capabilities, skilled in collaboration and coaching, and/or mentoring educators. Additional Position Details Language Acquisition Specialist Job Guidelines https://docs.google.com/document/d/1N_WX8SVNV6AgKHAdCO0R3cx-CRXkdWFpFiQ_4cSJTxo/edit?tab=t.0 Job Description ELL TEACHER Purpose: The ELL Teacher focuses instructional efforts on the development of linguistic capacity for students who are non-native speakers of English. With sensitivity to the unique needs of linguistically and culturally diverse students, as well as the rich opportunities that multilingualism and multiculturalism allow, the ELL Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The ELL Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons that are meaningful and differentiated to meet student language needs, that are relevantly linked beyond the task-at-hand, that are connected to grade level content and standards, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to content and language standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to the ELL Program: Consults and collaborates with classroom teachers to provide mainstream support for ELL students. Selects and/or modifies appropriate learning materials from appropriate sources (texts, AV materials, etc.) and shares with regular classroom teachers. Modifies the English Language Development curriculum for students with disabilities in accordance with the student's IEP, using a variety of instructional techniques and technologies. Maintains a portfolio of work samples that demonstrate student progress on language domains for reading, writing, speaking, and listening. Prepares bodies of evidence as part of the reclassification process, as needed. Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans. Identifies students who may be eligible for ELL services through teacher referral, parent referral, or administrator referral. Administers state-mandated and District-approved screening assessments to identify students who may be eligible for services. Prints and distributes federally required correspondence to families as needed. Recommends entry and exit of students from the ELL program based on multiple criteria established by the District. Notifies parents of a student�s entrance and exit from the ELL program within the state- mandated time period. Tracks the performance of former ELL students for a minimum of four years using appropriate forms to ensure continued student success. Maintains and communicates accurate and up-to-date data on all English Language Learners using district-approved forms and procedures. Complies with federal mandates as outlined in the District�s Title III EL Plan. Complies with legal obligations under Title IV of the Civil Rights Act of 1964. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with an ESOL endorsement. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The ELL Teacher works primarily in a school building. Although the primary work is indoors, the ELL Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : July 14, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 18-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:15 Position Category Special Education End Time 3:15 School / Department Address 20080 SW Farmington Rd Beaverton, OR 97007 Job Description SPECIAL EDUCATION TEACHER Purpose: The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with disabilities. The Special Education teacher creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal, Assistant Principal, or Special Education Administrator Nature & Scope : The Special Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students’ learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students’ academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students’ intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Special Education: Case manages and coordinates the IEP process for all students on caseload. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students’ educational, physical, and social/emotional development. Schedules and manages the activities of paraprofessionals. Delegates duties to Instructional Assistants, and monitors effectiveness, providing direction and training as needed. Serves as a member of multidisciplinary teams. Maintain close and frequent communication with parents, guardians, concerned agencies and outside professional consultants. Routinely communicates with general education Teachers in regards to specific IEP needs of students within regular classroom environments. Counsels Teachers on effective modifications, and assists with ensuring that students are receiving the requisite instructional support as identified on the student’s IEP. Serves as an expert resource on the application of Special Education law in the classroom and appropriate instructional strategies. Provides specialized instruction, such as Behavior Instruction or Cognitive Instruction or Work Exploration. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with Handicapped Learner authorization. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Special Education Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Special Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : June 5, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 02-Jul-2025 Open Until Filled

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:15 Position Category English Language Development End Time 3:15 School / Department Address 11350 SW Denney Rd Beaverton, OR 97008 Employment type Part Time Dual Language Program (Spanish)? Yes Preferred Qualifications bilingual in Spanish required Additional Position Details Licensed applicants need to submit two letters of recommendation and unofficial transcripts prior to hire. Documents may be submitted to your candidate profile at any time, including after the posting has closed. These items are optional for current licensed employees. Job Description ELL TEACHER Purpose: The ELL Teacher focuses instructional efforts on the development of linguistic capacity for students who are non-native speakers of English. With sensitivity to the unique needs of linguistically and culturally diverse students, as well as the rich opportunities that multilingualism and multiculturalism allow, the ELL Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The ELL Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons that are meaningful and differentiated to meet student language needs, that are relevantly linked beyond the task-at-hand, that are connected to grade level content and standards, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to content and language standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students’ learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students’ academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students’ intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to the ELL Program: Consults and collaborates with classroom teachers to provide mainstream support for ELL students. Selects and/or modifies appropriate learning materials from appropriate sources (texts, AV materials, etc.) and shares with regular classroom teachers. Modifies the English Language Development curriculum for students with disabilities in accordance with the student's IEP, using a variety of instructional techniques and technologies. Maintains a portfolio of work samples that demonstrate student progress on language domains for reading, writing, speaking, and listening. Prepares bodies of evidence as part of the reclassification process, as needed. Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans. Identifies students who may be eligible for ELL services through teacher referral, parent referral, or administrator referral. Administers state-mandated and District-approved screening assessments to identify students who may be eligible for services. Prints and distributes federally required correspondence to families as needed. Recommends entry and exit of students from the ELL program based on multiple criteria established by the District. Notifies parents of a student’s entrance and exit from the ELL program within the state- mandated time period. Tracks the performance of former ELL students for a minimum of four years using appropriate forms to ensure continued student success. Maintains and communicates accurate and up-to-date data on all English Language Learners using district-approved forms and procedures. Complies with federal mandates as outlined in the District’s Title III EL Plan. Complies with legal obligations under Title IV of the Civil Rights Act of 1964. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with an ESOL endorsement. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The ELL Teacher works primarily in a school building. Although the primary work is indoors, the ELL Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : July 14, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 09-Jul-2025

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category Music End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Full Time Additional Position Details Licensed applicants need to submit two letters of recommendation and unofficial transcripts prior to hire. Documents may be submitted to your candidate profile at any time, including after the posting has closed. These items are optional for current licensed employees. Job Description MUSIC TEACHER Purpose: The Music Teacher instructs and encourages all students to develop lifelong habits of musical literacy including singing, performing, playing, and appreciating. The Music Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to: Principal or Assistant Principal Nature & Scope: The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff, and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students’ learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students’ academic background, life experiences, culture, and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities in accordance with the student's IEP, using a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students’ intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Music Education: Plans a balanced music program, and organizes class time so that preparation, rehearsal and instruction can be accomplished within the allotted time. Monitors, coaches, and instructs students in appropriate posture, breathing, and other physical attributes of singing and/or playing instruments. Models expected musical skills and behaviors for students. Selects and utilizes high quality repertoire from a variety of cultures, styles, and historical periods. Oversees the use, maintenance, storage, and development of the musical instrument inventory, music library, and other school-owned music equipment. Plans and directs students in performances for the school and community. Makes minor adjustments to musical instruments, and requests repairs as necessary. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications Current TSPC Licensure with endorsement/authorization in Music. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Music Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Music Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 22, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 09-Jul-2025

Assignment Begin Date 25-Aug-2025 Level Elementary Working Calendar 182 Days - 10MOCL I want to Support Salary $21.28552 to $26.89243 Vacancy Notice Type Classified Start Time 7:45 am Position Category Student Support End Time 2:15 pm School / Department Address 11350 SW Denney Rd Beaverton, OR 97008 Employment type Full Time Job Description PARAEDUCATOR I Purpose: The Paraeducator I assists the Teacher in the delivery of an instructional program, through preparation of the classroom and materials, and through working with individual and small groups of students. The Paraeducator I also provides supervision of student activities in order to ensure that the school maintains a safe and orderly environment. Reports to: Principal or Assistant Principal Indirectly reports to: Teacher for direction and supervision Nature & Scope: The Paraeducator I performs work of a variable nature in accordance with established procedures and guidelines under the general direction of the Teacher. At times this work is under the direct watch of the Teacher, and at other times the work is physically removed from the Teacher. The nature of the work follows established classroom procedures, school procedures, and District regulations. The incumbent interfaces and problem-solves with students, teachers, administrators, department colleagues and parents. Because this job involves continuous interaction with students, the position requires a high level of professional decorum, calm, and ability to act as a role model to young people. The incumbent does not have adult supervisory responsibilities, but may provide guidance and assistance to regular or temporary employees, as required. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission. Assists in the academic instruction and presentation of instructional materials by individually working with small groups of students, or individual students: a. Reinforcing instruction b. Following up on specific language, spelling, reading, mathematics and other subject-area activities as directed by the Teacher c. Monitoring and overseeing student tasks, practices and assignments in various subjects d. Supports and provides assistance in classroom assignments, homework, and projects. Provides classroom support to the Teacher by setting up work areas and displays and distributing and collecting paper, supplies and materials. Supervises a variety of student activities including playground, cafeteria, bus loading, field trips, and other areas where students gather. May be required to provide assistance for the physical needs of a student by helping with feeding needs, and/or assisting with restroom assistance. Confers with teachers concerning lesson plans and materials to meet student needs. Prepares, administers, and scores various tests and assignments as directed, including proficiency placement tests. Encourages acceptable student behavior and assists in maintaining classroom discipline. Guides and reinforces student understanding of classroom rules and procedures. Assists students by answering questions, providing proper examples, and offering general guidance. Performs a variety of clerical duties using basic office equipment, computers, word processing software, spreadsheets, classroom software, and classroom computer programs: a. Ordering, preparing, administering and correcting instructional materials b. Generating computer documents and duplicating materials c. Preparing lists and other documents, processing forms and applications d. Maintaining student records and files as directed e. Assembling materials, preparing individual profile charts, accounting for students f. Making phone calls of a general nature to parents g. Compiling information and materials and preparing reports as requested Works with accuracy and attention to detail to meet deadlines. Understands and executes oral and written instructions, policies, and procedures. Maintains confidentiality. Maintains effective working relationships with other members of the custodial staff, school personnel, students, and parents. Effectively works and communicates with students, parents, and staff from diverse cultures or backgrounds including those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Must possess an Associate’s degree, preferably including coursework in working with children in an educational setting. In lieu of Item 1 above, must possess both of the following: a. High school diploma or GED, and b. Passing score on a qualifying state or local academic assessment that measures knowledge of and the ability to assist in instructing reading, writing, and mathematics. (In order to qualify, this assessment must meet the requirements of the federal Elementary and Secondary Education Act. Information about qualifying assessments is available in the Human Resource office.) Must possess an understanding of child development principles and practices. Must be able to communicate effectively with other employees and students using tact, courtesy and good judgment. Must be able to collect data and perform basic mathematical functions. Must be able to communicate in written and spoken English with accuracy and attention to detail. Ability to understand and execute oral and written instructions. Must be able to operate standard office equipment such as computer, word processor, calculator and photocopier. Must be able to pass a criminal background check. This position requires an Associates Degree or passing scores on a qualifying exam. In order to meet the Requirements Qualifications of “a passing score on a qualifying state or local academic assessment", the Beaverton School District will accept passing scores from either the ETS ParaPro Assessment or ACT WorkKeys Assessment. For more information on these two tests and where to sign up, click here . Working Conditions: The Paraeducator I, works primarily within the classroom and other areas of the school building and grounds where students may congregate. Although the primary work is indoors, the Paraeducator I frequently works outdoors supervising students, in variable weather conditions including inclement weather. The Incumbent Must Be Able To Stand And/or Walk For Long Periods Of Time. The Incumbent Must Be Able To Observe Multiple Students Across Large And Small Physical Spaces And Attend To Individual Student’s Needs While Ensuring That Other Students Are Not Unattended. The Incumbent Will Need To Walk Quickly At Times, And Assume Various Physical Postures Associated With Instruction And Caring For Students, Including a. Sitting b. Pushing and pulling c. Lifting up to 50 lbs. d. Bending, stooping, twisting, kneeling, reaching e. Speaking and hearing often in a noisy environment Potential exposures include, but are not limited to: blood-borne pathogens; aggressive behavior from students; cold and hot temperatures; and inclement and severe weather. The position involves high level of interaction with children from multiple and diverse backgrounds, many of whom have particular or unique physical and affective needs. Travel to multiple sites may be required. Occasional attendance at meetings or activities outside of the normal worksite may be required. Work Year : 10-month Bargaining Unit : OSEA FLSA Status :Non-Exempt Date Approved : February 14, 2019 Date Revised : November 7, 2018 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 30-Jun-2026

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:15 Position Category English Language Development End Time 11:15 School / Department Address 20080 SW Farmington Rd Beaverton, OR 97007 Preferred Qualifications Bilingual Spanish Preferred Additional Position Details Licensed applicants need to submit two letters of recommendation and unofficial transcripts prior to hire. Documents may be submitted to your candidate profile at any time, including after the posting has closed. These items are optional for current licensed employees. Job Description ELL TEACHER Purpose: The ELL Teacher focuses instructional efforts on the development of linguistic capacity for students who are non-native speakers of English. With sensitivity to the unique needs of linguistically and culturally diverse students, as well as the rich opportunities that multilingualism and multiculturalism allow, the ELL Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The ELL Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons that are meaningful and differentiated to meet student language needs, that are relevantly linked beyond the task-at-hand, that are connected to grade level content and standards, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to content and language standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students’ learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students’ academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students’ intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to the ELL Program: Consults and collaborates with classroom teachers to provide mainstream support for ELL students. Selects and/or modifies appropriate learning materials from appropriate sources (texts, AV materials, etc.) and shares with regular classroom teachers. Modifies the English Language Development curriculum for students with disabilities in accordance with the student's IEP, using a variety of instructional techniques and technologies. Maintains a portfolio of work samples that demonstrate student progress on language domains for reading, writing, speaking, and listening. Prepares bodies of evidence as part of the reclassification process, as needed. Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans. Identifies students who may be eligible for ELL services through teacher referral, parent referral, or administrator referral. Administers state-mandated and District-approved screening assessments to identify students who may be eligible for services. Prints and distributes federally required correspondence to families as needed. Recommends entry and exit of students from the ELL program based on multiple criteria established by the District. Notifies parents of a student’s entrance and exit from the ELL program within the state- mandated time period. Tracks the performance of former ELL students for a minimum of four years using appropriate forms to ensure continued student success. Maintains and communicates accurate and up-to-date data on all English Language Learners using district-approved forms and procedures. Complies with federal mandates as outlined in the District’s Title III EL Plan. Complies with legal obligations under Title IV of the Civil Rights Act of 1964. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with an ESOL endorsement. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The ELL Teacher works primarily in a school building. Although the primary work is indoors, the ELL Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : July 14, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 16-Jul-2025 Open Until Filled

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:15 Position Category Special Education End Time 3:15 School / Department Address 11350 SW Denney Rd Beaverton, OR 97008 Employment type Full Time Additional Position Details Licensed applicants need to submit two letters of recommendation and unofficial transcripts prior to hire. Documents may be submitted to your candidate profile at any time, including after the posting has closed. These items are optional for current licensed employees. Job Description SPECIAL EDUCATION TEACHER Purpose: The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with disabilities. The Special Education teacher creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal, Assistant Principal, or Special Education Administrator Nature & Scope : The Special Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students’ learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students’ academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students’ intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Special Education: Case manages and coordinates the IEP process for all students on caseload. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students’ educational, physical, and social/emotional development. Schedules and manages the activities of paraprofessionals. Delegates duties to Instructional Assistants, and monitors effectiveness, providing direction and training as needed. Serves as a member of multidisciplinary teams. Maintain close and frequent communication with parents, guardians, concerned agencies and outside professional consultants. Routinely communicates with general education Teachers in regards to specific IEP needs of students within regular classroom environments. Counsels Teachers on effective modifications, and assists with ensuring that students are receiving the requisite instructional support as identified on the student’s IEP. Serves as an expert resource on the application of Special Education law in the classroom and appropriate instructional strategies. Provides specialized instruction, such as Behavior Instruction or Cognitive Instruction or Work Exploration. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with Handicapped Learner authorization. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Special Education Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Special Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : June 5, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 30-Jul-2025