Family Partnership Advocate; Tualatin High School

JOB TITLE:
Family Partnership Advocate-Spanish bilingual Required

Salary:
Range I

IMMEDIATE SUPERVISOR: Principal and/or designee

FTE:1.0 (8 hours)

POSITION

START DATE:

As soon as possible after hire

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.

This role does not have any supervisory 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.

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
• Spanish required

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…