Student Success Navigator Full-Time (8.0 hpd) 261 days per year Administration Building

Springfield Public Schools is committed to finding the best candidate for the job including candidates who may come from less traditional professional backgrounds. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in the job posting. We encourage you to apply even if you do not believe you meet every one of the qualifications outlined in the job posting.If you are unsure whether you meet the qualifications of this position or how this would be determined please feel free to contact Human Resources to discuss your application.

Posting Opens:Tuesday October 21 2025

Posting Closes: Open Until Filled(submit your application materials by Friday October 31 2025 in order to be considered during the initial application review process)

Salary and Benefits

Thehourly rate of pay is $24.87 - $32.73 depending on experience plus a generous benefit plan.

About the District

Springfield Public Schools is located in Springfield Oregon in the heart of the Willamette Valley and serves 185 square miles of the city of Springfield and East/Central Lane County. We are directly to the East of Eugene where the University of Oregon is located. We currentlyhave more than 9000 students over 1400 staff members and over 600 teachers in our kindergarten through grade 12 school district. Springfield Public Schools believes student success is our most important outcome. The success of our students depends on the collective community coming together to supportEvery Student Every Daythroughout their K-12 education.

In Springfield Public Schools we acknowledge that systemic barriers have perpetuated disparities and disproportionate outcomes for students from historically marginalized populations. We believe that educational equity is about providing every student with the opportunities and resources to thrive and removing the barriers that have led to the predictability of academic success based on identity. We assert that working for educational equity is the responsibility of each person in our system.

We strive to create welcoming and inclusive cultures and environments that embrace and affirm the identity of each student inclusive of race ethnicity disability family economics mobility language sex sexual orientation gender identity initial proficiencies immigration status and religion. We are committed to standing up to bias and discrimination.

We recognize that achieving educational equity is a process of assessment reflection and continuous improvement. We engage in these practices so that across our system teaching and learning can be appropriately varied and responsive to every student every day.

To learn more about Equity & Inclusion efforts at Springfield Public Schools please clickhere!

About the Position

Springfield Public Schools seeks outstanding candidates for the position of Student Success Navigator. To support this work successful candidates will possess the following characteristics that support our vision ofEvery Student Every Dayand share our values:

• A belief that every student can and will learn;
• The desire to eliminate inequities in student achievement;
• The motivation to foster safe healthy and engaging environments;
• A commitment to promote an inclusive culture that draws on the assets of students staff and community.

This position works under the direction of the Equity and Inclusion Coordinator with the primary focus of helping students identified through the Oregon Department of Educations Student Success Plans and their families navigate the K-12 system as well as connecting focal group students and families with broader community resources. This position worksclosely with studentsand their families school staff and community groups to provide academic and non-academic support so students achieve their education goals.

EssentialDuties and Responsibilities

Employees in this position perform some or all of the following tasks. Other related duties may be assigned:

Student Success Duties

1. Convenes and facilitates Student Success Groups at the elementary level to provide academic cultural social and emotional support for focal group students.
2. Supports student participation and engagement in affinity groups at the middle and high school levels.
3. Supports focal group students in effectively communicating with teachers counselors and administrators to promote success.
4. Supports focal group students in self-advocacy and accessing information and resources.
5. Promotes focal group student participation in a range of academic opportunities in and outside of the school setting.
6. Provides information and support to focal group students and their families related to graduate requirements and post-secondary education and career options.
7. Develops activities that effectively promote family and school district engagement with the goal of supporting student success.
8. Develops and maintains relationships with community partners and social service agencies to assist in student and family enrollment or access to services.
9. Participates in committees work groups and events as assigned focused on improving student and family engagement with a specific focus on improving outcomes for ODE Student Success Plan students.

Equity & Inclusion Duties

1. Elevate student voices especially those of members of historically marginalized groups.
2. Disrupt practices in the District that perpetuate systemic disparities in access and achievement for historically marginalized students.
3. Establish and maintain a positive and respectful learning environment and working relationships with students staff families and community members.
4. Work collaboratively with students staff parents and community patterns from diverse racial ethnic religious class and language backgrounds.
5. Navigate conflicts around race ethnicity religion class and language in a safe and productive manner.
6. Exhibit patience and empathy towards students families and District staff.
7. Organize work and set priorities for accomplishing work in a timely and effective manner.
8. Maintain confidentiality and demonstrate discretion initiative and good judgment.
9. Learn and use a variety of technologies and software programs.

MinimumRequirements for Initial Consideration

The following are minimum requirements to be hired or transfer into this position:

• Associates degree or the equivalent*; AND
• Two yearsyears of increasingly responsible closely related work experience.

*Associates Degree education equivalency equals two (2) years of increasingly responsible work experience for each full year (36 credit hours 24 semester hours) of college.

Added Value

The following are not required at any point but they do enhance an incumbents knowledge and skills specifically related to performing the essential duties of this position:

• One year of demonstrated experience working with ODE Student Success Plan students and their families in navigating the school system and accessing broader community support.
• Demonstrated experience building and maintaining collaborative relationships with education and community partners;
• Demonstrated knowledge of education health and social services available to students.
• Demonstrated experience in applying restorative justice practices.

Knowledge Skills & Abilities

The knowledge skills and abilities described below are those that enable an employee to complete this work successfully. Individuals with disabilities may request a reasonable accommodationthat would enable them to perform the essential duties of this position.

Knowledge of and/or Skills in:

• A wide range of effective school concepts and principles as well as instructional programs that support both district and individual school objectives using culturally relevant teaching practices that provide for equitable outcomes;
• Establishing and maintaining effective relationships with those encountered throughout the course of work;
• Communicating clearly and concisely both orally and in writing with diverse staff and students/families;
• Elevating voices of historically marginalized groups;
• Identifying opportunity gaps and barriers to achieving equity and inclusion and advancing culturally sustaining environments internally and externally;
• Application of federal and state laws associated with equity and inclusion; data analysis tools and methods used to identify trends and standard performance in various programs.

Ability to:

• Disrupt practices in the District that perpetuate systemic disparities in access and achievement for historically marginalized students;
• Establish and maintain a positive and respectful learning environment and working relationships with students staff families and community members; work effectively with and respond to people from diverse cultural backgrounds;
• Work collaboratively with students staff and parents from diverse racial ethnic religious class and language backgrounds and navigate conflicts around race ethnicity religion class and language in a safe and productive manner;
• Exhibit patience and empathy towards students and District employees;
• Organize work and set priorities for accomplishing work in a timely and effective manner;
• Work in an environment with frequent interruptions and changing tasks and priorities;
• Maintain confidentiality and demonstrate discretion initiative and good judgment;
• Learn and use a variety of technologies and software programs.

Other Notes

Work is performed primarily in a school environment including classrooms offices and community settings. The employee frequently moves between buildings and may occasionally travel to district or community events. The position requires regular interaction with students families school staff and community partners in a variety of settings that may include noisy or emotionally charged situations.

While performing the duties of this job the employee may be exposed to standard office conditions as well as typical school-related environments such as hallways playgrounds cafeterias and gymnasiums. Extended periods of sitting standing walking and computer use are typical.

An Affirmative Action / Equal Opportunity Employer

Springfield Public Schools does not discriminate on the basis of race color religion ancestry national origin disability gender or sexual orientation in admission or access to the treatment of employment in its programs and activities as required by state and federal law. If you have any complaints please contact Human Resources at .

It is our policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law. Applicants wishing to claim veterans preference must provide the following military documents verifying their eligibility:

Veterans:A copy of the applicants Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215) which shows character of service upon dischargeORa letter from the U.S. Department of Veterans Affairs indicating the applicant receives a non-service connected pension.

Disabled Veterans:A copy of the applicants Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215) which shows character of service upon dischargeANDa copy of the applicants veterans disability preference letter from the U.S. Department of Veterans Affairs (unless the information is included on the DD Form 214 or 215).

For veterans preference to apply the required military documents must be submitted at the time of application submission.