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Cover letter highly recommended for consideration

Salary: Range I

IMMEDIATE SUPERVISOR: Principal and/or designee

FTE: 1.0 (8 hours per day)- Temporary until January 2023

POSITION START DATE: As soon as possible after hire

JOB TITLE: Family Partnership Advocate

GENERAL DUTIES SUMMARY:

Family Partnership Advocates will be a part of a broader network of support for students and families in partnerships with Building Equity Coordinators, and Equity Leadership Teams for TTSD schools to strengthen cultural responsiveness. They will help bridge the current needs of the local school level community to support dual-capacity building partnerships between school and home. They will help determine the needs and gaps of services of the underserved and underrepresented families in the school and share information with school sites to develop a more culturally responsive approach to family engagement and student achievement.

SUPERVISORY RESPONSIBILITIES:

This role does not have any supervisory responsibilities

ESSENTIAL DUTIES and RESPONSIBILITIES:

• Works with families and staff to access resources and encourage developmental progress and educational success.
• Collaborate with school counselors around academic and social-emotional development for students’ families.
• Provides direct services, consultations with students and staff, helps families navigate community agencies, and advocates for students/families in the school and community setting.
• Serve on Equity Leadership Team support family pillar work and serve as part of equity improvement teams at the school level.
• Works in partnership with schools and community agencies to meet the needs of students and their families.
• Provides information to staff, parents, and students regarding community resources and activities.
• Support and be a part of the school-level attendance team & other Multi-tiered systems of support teams aligned with fostering family partnerships.
• Support school level work to serve underserved and underrepresented students and families.
• Communicates clearly and effectively with school administrators, school staff members, parents and partners from other community agencies.
• Support teachers as liaisons for positive school to home relationship.
• Develop relationships with local and culturally-specific partners.
• Collaborate with Culturally Responsive Coordinators in the development of a network of supports for families and students that are culturally relevant and responsive to the needs of our historically underserved and underrepresented students and families.
• Facilitate home visits to better understand the needs of families and collaborate with other school staff (counselors, teachers, etc.).
• Assist teachers with culturally relevant resources to support families and students.
• Develop and execute culturally relevant family and community events.
• Host/Co-host school listening and feedback sessions that are culturally relevant to support continuous school improvement efforts.
• Serve as part of the district’s ethnography team to gain insight into current school systems and family systems to build dual capacity for partnership.
• Participate as part of Family Pillar Meetings, Building Equity Coordinator Meetings, and District Equity Leadership meetings as needed.
• Attend and support district and school level community nights as needed or applicable.
• Maintain a flexible schedule to address family and student needs.
• Participate in professional learning communities with other Family Partnership Advocates and Equity leaders as part of school level and district level continuous improvement plans.

QUALIFICATIONS:

Minimum:

• Strong equity lens
• Experience in working with diverse populations
• Oregon’s Driver’s License
• Self-starter and creative problem-solver
• Strong relationship builder
• Ability to navigate conflict through effective communication
• Strong interpersonal skills
• Empathetic
• Excellent Coordination, planning, and organizing skills to prioritize and complete multiple tasks
• Strong listening and communication skills

Preferred:

• Demonstrated commitment to principles of equity, trauma-informed care, and anti-oppressive practice.
• Understanding of the role of racism and other systemic inequities in an individual’s life.
• Genuinely enjoy working with young people and their families.
• Experience coordinating and implementing projects/events on deadline with a team(s) of people.
• Experience in creating successful partnerships between organizations or groups.
• Knowledge of the American public school system or experience navigating post-secondary education.
• People from historically underserved populations and/or lived experience of navigating poverty are highly encouraged to apply.

EDUCATION and EXPERIENCE:

• 
  High School Diploma or GED
• Some college or post-secondary education preferred but not necessary
• Bilingual/bicultural preferred
• Lived experience navigating educational and other child-serving systems as a caregiver of a student of color or of another underserved student group (special needs, LGTBQ+, foster care etc.).

WORKING CONDITIONS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• 
  Working at a computer station for possible extended periods of the day
• Working in a variety of environments, including home visits to students and families, served
• Carrying 10-15 lbs. infrequently
• Driving to various parts of the district, county, and state

Paperwork is done in an office environment. Traveling to meetings, family homes and sites is essential, some transporting of equipment and supplies is involved. Some activities will take place during inclement weather. Maintain a flexible work schedule that may include some evenings and weekends.

EVALUATION

Performance of this job will be evaluated in accordance with the provisions in the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and Oregon School Employees Association Chapter 51.

A new employee shall be allowed up to four (4) years of experience on the salary schedule, based on actual years of experience on a job of like responsibilites and skills. ($22.09)

TERMS OF EMPLOYMENT

This job description is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. While it is intended to accurately reflect the position’s activities and requirements, the administration reserves the right to modify, add or remove duties and assign duties as necessary that still reflect the essential functions of the department.