POSITION SUMMARY

The Instructional Teacher on Special Assignment (TOSA) serves as an integral member of the instructional leadership team, supporting the implementation of district-wide curricular and instructional initiatives. The TOSA provides job-embedded professional development, models effective instructional practices, facilitates data-driven instruction, and collaborates with educators and administrators to promote continuous improvement in teaching and learning. This position is non-evaluative and is designed to build teacher capacity, enhance instructional quality, and positively impact student achievement.

EDUCATION AND EXPERIENCE

• Valid state teaching certificate
• Master’s degree in education, curriculum and instruction, or a related field preferred
• Minimum of five (5) years of successful classroom teaching experience
• Prior experience in teacher leadership roles or instructional coaching preferred

SPECIAL REQUIREMENTS

• Successful Washington State Patrol and Federal Bureau of Investigation fingerprint clearance
• I-9 employment eligibility in compliance with the Immigration Reform and Control Act
• HIV/HBV training (obtain within 60 days of hire date – District provided)
• Human Resources new hire training (obtain within 60 days of hire date – District provided)

KNOWLEDGE, SKILLS, AND ABILITIES

• In-depth knowledge of current instructional best practices, assessment strategies, and professional learning standards.
• Deep understanding of instructional strategies, curriculum frameworks, and formative assessment.
• Knowledge of adult learning principles and effective coaching strategies.
• Strong leadership, communication, and collaboration skills.
• Ability to build trust and maintain confidentiality in coaching relationships.
• Proficiency in instructional technology and digital tools to support teaching and learning
• Commitment to educational equity and culturally responsive teaching practices.

PHYSICAL/MENTAL REQUIREMENTS

The physical/mental requirements described are representative of those an employee may encounter while performing the essential functions of this job and may be supplemented as necessary.
This is a sedentary position with light work that involves sitting a portion of the time, but does require walking and standing for extended periods. This position requires accurate perception of sound, near and far vision, depth perception, handling and working with educational and psychological materials, and providing highly technical oral and written information and reports.
The job is performed with the majority of the time spent indoors and under minimal temperature variations; a portion of the day will be spent outdoors and is subject to a variety of changing weather conditions and potentially uneven/slippery surfaces.

POSITION RESPONSIBILITIES

The list of position responsibilities is not exhaustive and may be supplemented as necessary. Depending upon individual assignment, the employee may perform all or a combination of the following duties:

• Provide school-level onsite support to teachers or teams around the following:
• Curriculum and instructional material implementation
• The PLC process (identification of essentials, unwrapping, assessments, proficiency levels, etc.)
• Effective instructional or classroom management strategies
• New teacher onboarding
• Instructional coaching cycles
• Academic, social-emotional, and behavioral expectations and interventions
• Establishing multi-tiered systems of support
• Assessment practices and use of data to drive decision-making
• Provide school-level support to principals around the following:
• Professional development to support the implementation of the PLC process
• Instructional coaching cycle design and implementation
• New teacher onboarding
• Access to relevant data for decision-making and planning
• Provide district-level support around the following:
• Alignment of curriculum, instructional materials and strategies, and assessment practices
• Maintenance of current materials, programs, and action research related to the adoption of new materials/programs
• Planning and delivering professional development
• Development and revision of instructional support documentation