District Support Specialist (6 Positions) Multiple Offices!

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Position Title: District Support Specialist (6 positions) OESO & GLAM

Classification: Education Program Specialist 2

Monthly Salary: $6,230.00 - $9,577.00 Base Salary, Before PERS

Representation: SEIU

Type: Limited Duration, end date 06/30/2025

Full-Time, Exempt, not eligible for Overtime.

We are seeking Five District Support Specialists (Education Program Specialist 2)’s to join our Office of Enhancing Student Opportunities at the . These positions are SEIU represented, Full-time, exempt (Not eligible for overtime), and Limited Duration which is expected to end June 30, 2025.

We are seeking One District Support Specialist (Education Program Specialist 2) to join our Government and Legal Affairs (GLAM) Team. This position will focus on implementation of SB 819 for students who are eligible for protections under Section 504, The Rehabilitation Act of 1973. This position is SEIU represented, Full-time, exempt (Not eligible for overtime), and Limited Duration which is expected to end June 30, 2025.

These roles are a hybrid of remote work and will need to report to the office when business or operational needs are dependent on onsite activities. Remote work is embraced to the fullest extent possible without interfering with business.

The opportunity for a job rotation is available to internal candidates. If you are interested in a job rotation, please be sure to send a copy of your managers approval for the rotation, along with your resume and cover letter.

Our Agency Mission and Office Culture:

The (ODE’s) mission is to foster equity and excellence for every learner through collaboration with educators, partners, and communities. In fulfilling its , ODE has the vision to ensure all students have access to and benefit from a world-class, well–rounded, and equitable education system.

The Office of Enhancing Student Opportunities (OESO) supports educational facilities (schools, school districts, Education Service Districts, Long Term Care Treatment Centers, Youth Corrections and Juvenile Detention Education Programs) by providing educational and technical assistance services, primarily for special education programs. Visit the page to learn more about the office’s teams and work units.

OESO seeks to build a culture of care and connection, one where people can help us make significant and important improvements in special education for the state of Oregon, while bringing their full, complicated human selves to the position. We are a primarily hybrid office. Our team members most often work from home, but are on site in various locations throughout Oregon due to business need. This position may occasionally be required to work in person, either in Salem at the Public Services Building or in locations throughout the state (e.g., school districts, education service districts).

Other cultural markers of our team include trust and accountability, and a commitment to “doing the work”. We have to be able to trust deeply in one another to do the work well. And, that means, we also need a culture of accountability where people take it on themselves to ensure the right work is completed in the right way at the right time. We are, unapologetically, anti-racist, anti-ableist, and anti-oppressive in our approach to the work. We recognize that the systems we’ve built and maintain cause harm to certain communities, and that it’s our job to disrupt, dismantle, and transform those systems so that that is no longer the case.

The Government and Legal Affairs Team works across the agency and with outside stakeholders to carry out the education mission and goals of the State Board of Education and the priorities of the Governor as the Superintendent of Public Instruction. The team identifies and strategically mitigates legal and political risks; ensures that legal and regulatory requirements applicable to the department and to all state agencies are met; leads agency efforts to implement new legislation including identifying and addressing barriers to implementing new legislation; provides leadership, consultation, and technical assistance on civil rights laws; administers the agency's formal complaint resolution processes for discrimination, restraint and seclusion, retaliation, and Division 22 standards; leads the agency's monitoring and support of charter schools including direct oversight of four state sponsored charter schools; and provides legal, policy analysis and administrative support to the State Board of Education and Fair Dismissal Appeals Board.

What you will do!

The major purpose of these positions are to provide differentiated monitoring and support to school districts, ensuring equitable practices and inclusion for students with disabilities. It involves implementing federal and state laws related to special education, evaluating program effectiveness, and ensuring meaningful access to instruction and services. Additionally, the role supports the overall functioning of the Office of Enhancing Student Opportunities and the Oregon Department of Education, promotes equity, and engages in professional and respectful interactions with stakeholders.

A typical day in this role would involve providing technical assistance to school districts, offering guidance on special education topics, and addressing their specific needs and challenges. This may include developing program and policy implementation plans, creating resources and supports to facilitate effective implementation, and promoting equitable services for students with disabilities. The day might also involve collaborating with stakeholders, attending meetings, conducting research, and staying updated on relevant laws and regulations to ensure the provision of high-quality services to students.

These roles are highly exciting for the following reasons:

Impactful Work: The role involves directly improving outcomes for students experiencing disabilities by promoting equitable practices and inclusion within school districts. Being able to make a positive difference in the lives of students and families can be incredibly rewarding and fulfilling.

Leadership and Collaboration: As a primary point of contact for school districts, parents, and other stakeholders, this role offers opportunities to lead and collaborate with various individuals and organizations. Working closely with district personnel, education service districts, and state and national programs allows for meaningful partnerships and the potential to influence systemic change.

Legislative Implementation: The implementation of Senate Bill 819 adds an additional layer of excitement to this role. Being involved in the development and execution of a strategic plan for SB 819 implementation provides a chance to shape policies, provide guidance, and drive positive change in compliance with the new legislation.

Continuous Learning: This role requires staying updated on current laws, regulations, and best practices in special education. Engaging in professional development opportunities and learning about new research and approaches in the field can keep the work dynamic and intellectually stimulating.

Equity Focus: The commitment to equity and the opportunity to interrupt systemic oppression, particularly at the intersection of race and disability, adds depth and meaning to the role. Being part of efforts to cultivate equity goals and apply equity tools to all aspects of the work aligns with the broader mission of creating a more inclusive and just educational system.

For OESO SB819 Focused position,

For GLAM SB819, Section 504 focused position,

Minimum Qualifications (Need to have):

Master's degree in Education or related field from an accredited college or university and five years of education experience in the specialty area under recruitment (e.g., classroom teacher, counselor, itinerant service provider), two years of which includes leadership experience (e.g., lead teacher, program coordinator or director, school administrator) in the specialty area under recruitment.

A Doctorate in Education or related field from an accredited university may substitute for two years of the education experience, but not for the two years of leadership experience.

An Oregon Standard Administrative License (issued by Oregon Teacher Standards and Practices Commission) may substitute for the two years of leadership experience.

Desired Attributes (Nice to have):

Candidates who are the most competitive will possess a compelling combination of the following background, skills, and experience:

We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't meet every one of our qualifications listed.

Mandatory Working Conditions and Working/Hiring Considerations:

This position requires:

Our amazing benefits include:

If you have a desire to make a difference in the lives of Oregonians, apply today!

To apply:

Your cover letter and resume are the perfect opportunity to highlight your interest in the position and showcase your skills and experience that make you the best candidate for the position.

Application Tips:

Additional Information:

Would you like to learn more about this position or how our application process works? Join our Recruitment team during our ODE Career Chat Sessions. We can assist you with all your application and agency questions!

Join us every Thursday from 11:00am-11:30am.

Meeting ID: 229 488 288 526

Passcode: gohDji

Helpful links and contact information:

The Department of Education is an equal opportunity, affirmative action employer committed to a diverse workforce. The Department strives to create an inclusive environment that welcomes and values the diversity of the people we serve. We foster fairness, equity, and inclusion to create a workplace environment where everyone is treated with respect and dignity. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't meet every one of our qualifications listed. If you are unsure whether you meet the qualifications of this position, please feel free to contact us to discuss your application.

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