POSITION DESCRIPTION:
This is a full-time, on site, licensed teaching position working at Milner Crest Education Center.
The Alternative Education Teacher is responsible for supporting students enrolled in one of our Alternative Education programs or attending school online, or in a hybrid learning environment while also being enrolled in either Destinations Academy or Marshfield High School in grades 9-12. This position serves as a teacher, academic advisor and case manager, working directly with students and families to monitor progress, improve engagement, and implement student-specific success plans. The Alternative Education Teacher ensures students have access to the necessary support to meet graduation requirements through regular communication, timely interventions, and personalized outreach.
QUALIFICATIONS:
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Properly endorsed Oregon Teaching License with endorsements appropriate for grades 9-12.
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Experience working in an online, alternative, or non-traditional educational settings preferred.
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Proficient in educational technology, including online platforms, Google Suite, and student information systems (Synergy preferred).
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Knowledge of credit recovery, graduation requirements, and secondary-level instruction.
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Ability to build rapport and maintain engagement with students and families.
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Familiarity with Edgenuity or similar online learning platforms.
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Must possess excellent oral and written communication skills
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Proficiency implementing and adapting educational interventions
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Ability to work both independently and as part of a collaborative team
PERFORMANCE RESPONSIBILITIES:
Classroom Environment & Culture
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Creates an environment of safety, respect, and rapport.
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Establishes a culture for learning.
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Manages and maintains classroom procedures.
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Manages and maintains student behavior.
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Manages and maintains the classroom’s physical space.
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May be required to actively monitor or proctor online instruction
Planning & Instruction
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Writes and utilizes short-term and long-term plans for instruction.
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Plans individually selected and personalized activities of high quality in keeping with district-adopted goals, standards, and curriculum.
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Plans and develops goals and objectives to meet identified student outcomes.
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Monitors student understanding and adjusts plans based on student learning needs and styles.
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Demonstrates skill in the selection of various teaching techniques and instructional materials conducive to student learning.
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Differentiates instruction to accommodate diverse student abilities, learning profiles, and interests, ensuring all students access grade-level content.
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Implements evidence-based instructional strategies within a Multi-Tiered System of Supports (MTSS) to proactively address academic and behavioral needs.
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Integrates literacy-based instruction across content areas to support reading, writing, listening, and speaking skills development for all students.
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Utilizes a variety of instructional techniques, strategies, and materials necessary to the lesson and/or activity, including district and state adopted curriculum.
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Uses student performance data to guide instructional decisions, monitor progress, and inform interventions that support individual and group learning needs.
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Promotes an inclusive learning environment by ensuring equitable access, removing barriers, and celebrating the diversity of all learners, including students with disabilities, English language learners, and those from historically underserved groups.
III. Student Growth & Assessment
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Establishes classroom procedures that promote student learning and self-discipline and adds to the realization of the student’s personal potential as a worthy citizen.
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Holds high expectations of student learning and aligns curriculum to state standards.
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Promotes respect and empathy among students of different socioeconomic, cognitive, and cultural backgrounds.
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Establishes student objectives that promote student growth.
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Makes use of alternative assessments (when appropriate) as well as traditional assessments.
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Uses a grading system that is consistent, fair, and supportable.
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Assesses, records, and provides feedback to students on their progress and assignments in a timely manner.
Professionalism & Communication
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Continues professional growth through the upgrading of skills and knowledge.
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Communicates effectively, positively, and in a timely manner with school personnel, the public, and parents.
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Collaborates effectively with students, parents, the public, teachers, administration, and other staff.
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Contributes to and maintains a culture of collaboration that embraces continuous learning, takes ownership of student results, and celebrates individual and collective successes.
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Acts in a discreet and professional manner when discussing students and/or school problems.
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Writes and follows personal performance goals in accordance with Teacher Standards and Practices Commission’s Professional Development Plan (TSPC Division 90).
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Maintains appropriate teacher-student relationships as outlined in the “Ethical Educator” (TSPC Division 20).
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Follows their duties and responsibilities as set forth by the district’s Job Description.
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Maintains regular attendance in order to preserve continuity.
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Performs other duties as assigned by Principal and/or Supervisor.
PHYSICAL REQUIREMENTS:
Frequency Key: None (N); Occasional - up to 25% of shift (O); Intermittently – up to 50% of shift (I); Frequently – up to 75% of shift (F).
Activity
Frequency
Activity
Frequency
Bend
I
Lift/Carry 0-10 lbs.
F
Twist
I
Lift/ Carry 11-25 lbs.
I
Squat
I
Lift/ Carry 26-40 lbs.
O
Kneel
I
Lift/ Carry 40-100 lbs.
O
Reach Above Shoulders
I
Walk
F
Extend/Flex Neck
F
Drive
N
Use Dominant Hand
F
Perform Repetitive Hand Motions
F
Use Non-Dominant Hand
F
Keyboard/ Mouse Work
F
Ability to See
F
Ability to Hear
F
ENVIRONMENTAL ELEMENTS:
In this work environment, the teaching position occasionally performs work beyond a standard 40-hour work week when workload requires. The work environments combine a standard classroom setting including standard classroom equipment (assistive technology, copier, phone, Chromebook or computer, audio/visual equipment etc.) in a standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to blood borne pathogens and/or physically and emotionally dysregulated students. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.
This teacher will work with the Resource Link Charter School Board of Directors and Alternative Education Administrator
to support the district and the public charter agreement.
Starting Date: August 2026
For more information please contact Michelle Barton in Human Resources
[email protected] or (541) 267-3104 x 1110
No employee or applicant for employment shall be subject to discrimination because of race, color, religion, national origin, sex, age, or disability. Coos Bay Public Schools complies with the Immigration Reform and Control Act of 1986 as amended, and the Americans with Disabilities Act of 1991. Coos Bay Public Schools is an Equal Opportunity Employer and provides a Drug Free and Alcohol Free Workplace. Drug Testing may be a requirement for employment. Speech/Hearing impaired persons may contact the District for assistance through the Oregon Telecommunication Relay Service at 1-800-735-2900.
