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Instructional Specialist – Learning Technologies Coach – 1.0 FTE (Temporary) – Office of Technology & Information Services

Portland Public Schools

Portland Public Schools provides high-quality academic learning experiences that are inclusive, joyful, and disrupt racial inequities.

Posting Timeline

This position is for the 2022/2023 school year. This position is also temporary and expected to last the duration of the 2022/2023 school year.

Proof of full COVID-19 vaccination is considered a minimum qualification requirement for PPS job applicants and this proof will be requested during the hiring process.

This job is open until filled. Applications will be reviewed as received. Portland Public Schools reserves the right to make a hiring decision at any point during the posting period.

Position Details

Portland Public Schools (PPS) is seeking talented people from diverse backgrounds and experiences to lead change and inspire PPS students. At PPS, every employee, despite having different roles, is an educator. We hope to attract talented educators who model the core PPS Educator Essentials. With the District’s focus on eliminating systemic racism and its adverse impact on student learning, we seek to hire individuals who bring to our district a deep commitment to racial equity and social justice. To learn more about Portland Public Schools, please visit the District website: here


The Learning Technologies Coach position is responsible for supporting the professional growth and development of K-12 teachers with technology-enhanced instruction and instructional strategies. The coach works with teachers and administrators to facilitate learning around the independent application of effective strategies and practices for technology-enhanced instruction. This position provides support to teachers through planning, modeling, co-teaching, training, and data analysis across all content areas. This position works directly with the Learning Technologies Leadership Team to plan and conduct professional development based on assessed building and/or teacher needs.


  • Supports teachers in using technology, online applications, and devices for differentiating instruction, student assessment of skills, providing rigorous, relevant and engaging learning experiences for all students.
  • Supports teachers directly using a planned coaching model (Art of Coaching model) that focuses on co-planning, modeling, and co-teaching.
  • Coaches teachers in and models the use of applications and online tools that enhance, engage and extend classroom learning.
  • Introduces teachers to new technology integration methods, materials and instructional strategies that have proven to increase student achievement.
  • Collaborates with instructional staff in regard to effective use of technology tools and resources to systematically collect and analyze pertinent data, interpret results and communicate findings to improve instructional practice and maximize student learning.
  • Works collaboratively and communicates effectively with Learning Technologies Leadership to select and implement technology-enhanced learning experiences for all students.
  • Serves as an instructional resource for teachers assisting in the curation, modeling, and communications to Learning Technologies Leadership for instructional problem-solving.
  • Models and promotes digital citizenship by facilitating safe, healthy, legal and ethical use of digital information and technologies.
  • Promotes and protects student data privacy, understanding how policies and laws intersect in the classroom and the responsibility to protect student data when online.
  • Engages in continual learning to deepen content and pedagogical knowledge in technology integration.


  • Knowledge of and ability with technology integration in the classroom to support student learning objectives, CCSS standards, and improve student outcomes.
  • Knowledge of and ability to implement ISTE Standards in curriculum development, professional learning, and lesson design.
  • Knowledge of technology integration models such as the SAMR model and the Triple E Framework.
  • Knowledge of coaching models that support classroom instruction and teacher development.
  • Knowledge of grade-level content and best practices to integrate technology and literacy.
  • Knowledge about implications and the implementation of technology use in DLI settings.
  • Understanding of best practice strategies for technology-enhanced literacy instruction, K-12 and across content areas.
  • Demonstrates the ability to lead, coach, and teach with a strong racial equity lens.
  • Ability to analyze staff development needs and plan for dynamic, engaging professional development based on those needs.
  • Ability to use technology at-large, applying learning applications to standards, instructional goals, instruction, and the classroom setting.
  • Ability to use data for decision-making regarding student needs and to provide professional development at the school level.
  • Ability to work as a collaborative member of a team.
  • Ability to plan and conduct professional development.
  • Ability to communicate effectively both orally and in writing.
  • Ability to lead large and small groups through change efforts.
  • Knowledge and experience with students, teaching and learning, and classroom instruction across grade levels.
  • Ability to lead large and small student groups.


Incumbents must be properly licensed by the Teacher Standards and Practices Commission for assignment as a Professional Educator – Teacher. For positions identified within core academic areas, incumbents must be designated as highly qualified by the Teacher Standards and Practices Commission (TSPC) to teach the designated core subjects. Core academic areas include Language Arts (English), Reading, Mathematics, Sciences, Foreign Language (except Chinese-Mandarin), Social Studies and Art.


Varies; depending on the assignment.

LICENSURE REQUIREMENT: Full Teacher License by the Teacher Standards and Practices Commission (TSPC)

SALARY: $48,096 – $93,589 (Annual Salary based on 1.0 FTE)

WORK YEAR: 192 days

FTE: 1.0 (Temporary)

Benefits Information

Portland Public Schools (PPS) offers several competitive and comprehensive benefit packages to employees. Fringe benefits include medical, dental, vision, prescription, life and disability insurance, employee assistance program, 403(b) retirement savings plan and various leave and professional development programs. Depending on the insurance option selected by the employee, there may be an employee contribution toward insurance.

Portland Public Schools is a public employer and participates in the Public Employees Retirement System (PERS/OPSRP). Eligible employees are required by statute to contribute 6% of salary on a pre-tax basis to OPSRP/IAP, after serving six months under a PERS employer.

For more information please visit our Benefits site at http://www.pps.net/Page/1635

To apply for the job click here

Instructional Specialist – Learning Technologies Coach – 1.0 FTE (Temporary) – Office of Technology & Information Services

To apply for the job click here

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Portland Public Schools

Portland Public Schools provides high-quality academic learning experiences that are inclusive, joyful, and disrupt racial inequities.

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