Preschool Specialist Teacher

Preschool Specialist Teacher

2026-2027 School Year

Sacramento Elementary School

Salary Range: $57495 - $112170 PLUS employer-paid retirement and generous benefits package

Hours: 40 hours per week

Days: 192 days per year

Deadline: Open Until Filled; Applications received by July 15 2026 will receive first consideration

Overview:

To actively engage in the teaching of preschool-age students leading them toward the fulfillment of their potential for intellectual physical emotional and psychological growth and maturation. The competent educator standards found in the Oregon Administrative Rules (OAR ) which are attached to this job description.

Job Requirements:

• A valid Oregon teaching certificate with appropriate endorsement from the Teacher Standards and Practices Commission (TSPC) is required upon hiring. It is the employees responsibility to maintain their license and acquire the necessary credits to renew.
• If the posted position is within the CORE academic area you must be designated as highly qualified by both TSPC and the State of Oregon to teach the CORE subject.
• Ability to prepare effectively for class
• Ability to develop and communicate appropriate grading/documentation standards to students
• Maintain positive interpersonal relationships
• Document student progress
• Knowledge of age-appropriate teaching methods state curriculum framework education code appropriate instructional subjects.
• Multicultural Competency

Preferred training and/or experience in the following District strategies:

• Bilingual
• Positive Behavior Intervention Strategies
• RTI
• Sheltered Instruction/SIOP
• Differentiated Instruction
• Professional Learning Communities
• Experience with diverse students preferred

Reports to: Principal or Supervisor

To Apply: Candidates will complete the Parkrose application online at order for your application to be complete you must submit the documents listed below in addition to the application at TalentEd: Letter

1. Describe your experience in teaching and/or serving and/or working with a diverse population and underrepresented communities
2. We have a deep commitment to challenging institutional racism. Can you speak to how you have done this in your practice

Applicants with culturally diverse backgrounds are strongly encouraged to apply. Parkrose School District strives to create an inclusive environment that welcomes and values the diversity of our staff and our students. Studies have shown that women and people of color are less likely to apply for jobs unless they meet every one of the qualifications as described in a job posting. Parkrose School District is most interested in finding the best candidate for the position and we encourage you to apply even if you do not believe you meet every described job qualification.

Parkrose is an Equal Opportunity Employer.

Position Details

Essential Job Responsibilities:

Responsive Instruction and Environment

• Understands and recognizes the childrens backgrounds including developmental levels languages and cultures of the home in executing classroom environments experiences and discipline and employ teaching strategies that align with the unique needs of each child.
• Maintains an inviting classroom environment with a rich array of culturally appropriate materials from the arts and sciences that are organized and accessible to young learners.
• Skills in responsive teaching practices and Universal Design for Learning
• Creates instructional lessons and activities aligned to state and district goals/standards for the purpose of improving their success in academic interpersonal and daily living skills through a defined course of study.
• Use emergent curriculum to support the growth of Habits of Mind and early academic skills through the use of materials activities and language
• Use strategies that emphasize student agency and involvement and inquiry based classroom
• Employ a variety of art and science materials within instruction
• Maintains classroom materials students files/records for the purpose of ensuring a safe and appropriate learning environment
• Supports children as they become independent in self-care (toileting hand washing eating caring for their belongings etc.)
• Develop classroom agreements and routines that align with the school focus of a Caring School Community.

Student Safety

• Build strong relationships with students and families while maintaining boundaries
• Provide for the health and safety of students in all instructional settings
• Adhere to all Preschool for All and school district policies.
• Directs educational assistants volunteers and/or student aides for the purpose of providing an effective class program and addressing the needs of individual students.
• Collaborate with

Documentation and Communication

• Documentation of students progress (through photos learning stories etc.) provide timely and accurate feedback and documentation to students parents and appropriate staff members
• Assess student for the purpose of providing feedback to students parents and administration regarding students progress expectations goals etc. using Habits of Mind Developmental Rubrics and ongoing documentation
• Monitor student learning and pace instruction accordingly
• Communicate regularly with families around the happenings of the classroom as well as around individual student needs
• Collaborate and communicate effectively with fellow staff members and address conflict when it arise

Support Materials Thinking in Early Childhood

• Cultivate a collection of arts and science materials conducive to learning in early childhood
• Create invitations around inquiry questions that provide students with the opportunity to think in creative ways about topics that hold interest for them
• Thought partner with fellow teachers around how to encourage higher level thinking through developmentally appropriate approaches
• Support the transition from preschool to kindergarten by bringing material thinking strategies and Habits of Mind into PLCs and professional learning
• Support the transition from preschool to kindergarten by working with teachers to create classroom environments and strategies built around the incoming cohort needs.

Other Job Functions:

• Performs other duties which may be assigned.
• Participate in District sponsored in-service offerings PLC meetings etc. appropriate to assignment
• Assist other teachers for the purpose of implementing curriculum
• Supervise students both in and out of the classroom. Reports incidents (e.g. fights suspected child abuse suspected substance abuse etc.) for the purpose of maintaining personal safety of students providing a positive learning environment and adhering to Education Code district and/or school policies. Will report incidents to administration and observe school policies.

Work Expectations:

• Regular attendance at work and activities must be maintained
• Punctual in meeting deadlines attending meetings and following schedules
• Maintains confidential information relating to students families and colleagues

Physical Requirements:

• In an eight (8) hour day the teacher may:
  • Stand/walk 3 6 hours
  • Sit - 2 4 hours
• The teacher will need:
  • Near/far visual acuity depth perception unaffected field of vision unaffected hearing and the ability to evacuate students from classrooms/buildings
• The teacher may occasionally:
  • Bend kneel squat climb stairs or ladders use hands for repetitive motions and lift/carry/reach

OREGON ADMINISTRATIVE RULES (OAR)

The Competent Educator

The educator demonstrates a commitment to:

(1) Recognize the worth and dignity of all persons and respect for each individual;

(2) Encourage scholarship;

(3) Promote democratic and inclusive citizenship;

Raise educational standards;

(5) Use professional judgment; and

(6) Promote equitable learning opportunities.

Stat. Auth.: ORS 342 Stats. Implemented: ORS 342.143 & 342.175 - 342.190 Hist.: TS 5-1979 f.ef. 1-1-80; TSPC 7-2007 f. & cert. ef.

Curriculum and Instruction

(1) The competent educator measures success by the progress of each student toward realization of personal potential as a worthy and effective citizen. The competent educator stimulates the spirit of inquiry the acquisition of knowledge and understanding and the thoughtful formulation of goals as they are appropriate for each individual.

(2) The competent teacher demonstrates:

(a) Use of state and district adopted curriculum and goals;

(b) Skill in setting instructional goals and objectives expressed as learning outcomes;

(c) Use of current subject matter appropriate to the individual needs of students;

(d) Use of students growth and development patterns to adjust instruction to individual needs consistent with the number of students and amount of time available; and

(e) Skill in the selection and use of teaching techniques conducive to student learning.

(3) The competent administrator demonstrates:

(a) Skill in assisting individual staff members to become more competent educators by complying with federal state and local laws rules and lawful and reasonable district policy and contracts;

(b) Knowledge of curriculum and instruction appropriate to assignment;

(c) Skill in implementing instructional programs through adequate communication with staff; and

(d) Skill in identifying and initiating any needed change which helps each student toward realization of personal learning potential.

Stat. Auth.: ORS 342 Stats. Implemented: ORS 342.143 & 342.175 - 342.190 Hist.: TS 5-1979 f.ef. 1-1-80; TS 7-1983 f. & ef.; TSPC 7-2007 f. & cert. ef.

Supervision and Evaluation

• The competent educator is a student of human behavior and uses this knowledge to provide a climate that is conducive to learning and that respects the rights of all persons without discrimination. The competent educator assumes responsibility for the activities planned and conducted through the districts program and assists colleagues to do the same. The competent educator gathers relevant information and uses it in the planning and evaluation of instructional activities.
• The competent teacher demonstrates:

(a) Multiple ways to assess the academic progress of individual students;

(b) Skill in the application of assessment data to assist individual student growth;

(c) Procedures for evaluating curriculum and instructional goals and practices;

(d) Skill in the supervision of students; and

(e) Skill in differentiating instruction.

(3) The competent administrator demonstrates:

(a) Skill in the application of assessment data to provide effective instructional programs;

(b) Skill in the implementation of the districts student evaluation program;

(c) Skill in providing equal opportunity for all students and staff; and

(d) Skill in the use of employee and leadership techniques appropriate to the assignment and according to well established standards which ensure due process for the staff for which the administrator is responsible for evaluating.