Categorically Funded TOSA, Instructional Support - Student Learning: Resource & Measurement, Continuing

2026-27 SCHOOL YEAR

POSITION:

Categorically Funded Teacher on Special Assignment (TOSA), Instructional Support, 1.0 FTE*

• Position(s) are funded with categorical funds. A decrease or loss of categorical funds will result in elimination of the position and reassignment.

ASSIGNMENT:

Student Learning: Resource & Measurement

SCHEDULE:

7 hours/day and start/end times determined by director; Monday-Friday; School Year + additional days

LOCATION:

Teaching & Learning

SUPERVISOR:

Department Director

POSITION TYPE:

Certificated, Continuing*

• Position(s) are funded with categorical funds. A decrease or loss of categorical funds will result in elimination of the position and reassignment.

COMPENSATION:

$59,028-$115,278/year depending on prior school district experience; Pay is annualized over 12 months (if hired after start of school year, spread over remaining months of fiscal year (Sept-Aug))

OTHER COMPENSATION:

View positions listed in CEA Appendices for details around additional days, etc.

• Professional Development and Supply Allocation Funds:

The District will provide annually $700 per FTE employee for reimbursement of 1) Classes, conferences and/or workshops; 2) Purchase of work related materials (no gift cards may be purchased with these funds for any reason); 3) Certification Support

• New Certified Staff Funds:

The District will provide a one-time $400 per FTE reimbursement to new employees with one year or less previous teaching experience (includes substitute time) to support initial classroom setup and supply needs. Does not apply to partial year leave replacement contracts.

BENEFITS:

Paid leave; If utilizing flexible hours/schedule, position hours must generate at least 630 work hours in the current school year for the following to apply: Medical, dental, vision, and basic life and AD&D insurance; retirement plan; deferred compensation (DRS and TSA)

QUALIFICATIONS:

Valid Washington State Teacher Certificate; Valid Washington State Driver's License and personal transportation; WSP/FBI criminal history background clearance

• Please note: Per the CEA bargaining agreement, this is a restricted position. Those wishing to transfer must currently hold the same position (i.e., Instructional Support TOSA to Instructional Support TOSA). Employees not currently holding the same position and seeking transfer into the restricted positions must apply and the top four candidates, as determined by the hiring team, will be guaranteed an interview with out-of-district candidates.

GENERAL INFORMATION

Cheney Public Schools is a rapidly growing district serving approximately 5,300 students and encompasses the towns of Cheney and Airway Heights, an expansive rural area, and a developing industrial and residential area on the West Plains. The District covers 380 square miles.

Cheney Public Schools is committed to high expectations and continuous progress for students, staff, and administration. The District provides a rich learning environment for all students, and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states, "Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education, careers, and civic engagement."

Cheney Public Schools Strategic Plan drives the work of the district. There are six priorities: Student Safety, Student Well Being, Learning and Growth, Future Ready Outcomes, Exemplar School District, and Community and Facility Growth. The work of district TOSAs is integral to Learning and Growth, Future Ready Outcomes and Exemplar School District.

GENERAL DESCRIPTION

TOSAs (Teachers on Special Assignment) are district-level teacher leaders that focus their work on system wide levels of support for school improvement. TOSAs support adult learners in learning and engaging at high levels. TOSAs work in collaboration with district and school leadership teams to develop supports and professional learning to assist school growth towards improvement goals. This position involves highly collaborative approaches across all schools, PK-12 with an emphasis on student learning resources and measurement. TOSAs work alongside teachers and leaders for specific projects and points of support, as well as lead district wide projects and support. Their duties include analyzing student learning data, coordinating professional development and learning resource support in alignment with school improvement goals, and working in collaboration across various work teams. TOSAs must plan, organize and implement appropriate plans of support with outcome measures in alignment with school improvement plans and the district strategic plan. TOSA's work is performed under the supervision of the Director of Teaching and Learning.

ESSENTIAL FUNCTIONS

An employee hired for this assignment may perform all or some of the responsibilities defined below:

• Facilitate professional learning to support the vision and create clarity for effective use of student learning resources in PK-12 classrooms.
• Develop systems of support in partnership with the district assessment lead to schedule, analyze and respond to student learning outcomes.
• Analyze and share the story of student learning in Cheney from multiple points of evidence.
• Triangulate student learning evidence at the district level and lead professional development of principals and district leadership to support their next steps based on evidence.
• Develop a system to support learning measurement analysis in alignment with MTSS progress monitoring and student growth goals. This includes supporting teacher collaboration and sharing data.
• Facilitate a community of learning in alignment with district improvement priorities.
• Provide instructional support, including consultation, modeling teaching strategies, and assisting in resource development for both regular and special education staff.
• Lead reviews and updates of state standards, course scope & sequence, and assessment schedules grounded in student learning evidence, state and federal regulations, and the district strategic plan.
• Actively engage in district and building Professional Learning Communities (PLCs) in support of resource efficacy and student learning measurement analysis.
• Collaborate with principals to select and use evidence based learning resources, materials, and equipment.
• Provide professional development to leaders, teachers and staff in both formal and informal assessment techniques.
• Monitor resource and measurement effectiveness and make necessary instructional recommendations at a school and district level.
• Conduct needs assessments, develop professional development, and evaluate its impact on instructional practice and student learning PK-12.
• Deepen expertise in multi-tiered instruction and intervention and impact of resources to measurement response.
• Support Title I and LAP programs in resource and measurement practices, assist with data analysis, and monitor progress toward achievement goals.
• Lead district and school teams through review and selection of instructional materials to meet student needs.
• Serve as a consultant by modeling effective practices, providing feedback, and facilitating reflective conversations.
• Apply knowledge of instructional coaching and mentoring in small groups.
• Stay current with best practices in student learning resources, instructional methods and assessment across all content areas, PK-12.
• Demonstrate strong communication and interpersonal skills.
• Provide leadership, build capacity in others, and facilitate instructional change.
• Support parental involvement by providing resources and strategies for staff to engage families.
• Foster a passion for teaching and learning, demonstrating creativity and adaptability.
• Relate positively to students and staff from diverse backgrounds, learning styles, and abilities.
• Demonstrate proficiency in technology for data analysis, administrative tasks and student learning experiences.
• Leverage educational technology and AI to enhance lesson planning, instruction, and reflection.
• Exhibit strong time management and organizational skills.
• Maintain required student and program documentation.
• Support capacity building PK-12 in data analysis systems to improve student learning outcomes.
• Regularly review PK-12 assessments and resources to ensure effective use.
• Collaborate with the T&L team to design and facilitate professional development aligned with district and school improvement goals.
• Design learning experiences based on adult learning competencies.
• Use improvement science methods to support school improvement initiatives.
• Uphold confidentiality and adhere to district policies and expectations.
• Perform other duties as assigned.

Each position in a building and within the district-wide teaching & learning team serves as one unit of the whole team.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of: Knowledge of current trends in education, current general education and instructional support curriculum and activities for elementary and/or secondary students, depending on assignment; OSPI rules and regulations regarding teacher certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices.

Ability to: Work as a team member with administration, classified staff, and fellow teachers; work collaboratively under the Cheney School District Mission Statement; communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and the public.

MENTAL DEMANDS

Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally support with distraught or difficult adults and children.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to:

• Sit, walk, and/or stand for extended periods of time
• Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting
• The usual and customary methods of performing the job''s functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.

REQUIRED QUALIFICATIONS

• Valid Washington State Teacher Certificate
• Must have and maintain a valid Washington State Driver License
• Bilingual or biliterate preferred

CLEARANCES

• WSP/FBI criminal history background clearance

EVALUATION

The employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the building principal, department director, or designee. The process shall include an evaluation of the employee's performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.

CONTINUING EDUCATION/TRAINING

• Must maintain valid Washington State Teacher Certificate
• Must complete school safety training prior to deadline indicated within system and annually thereafter
• Attend designated trainings as specified by supervisor in order to maintain knowledge/skills
• Submit current/renewed certificates/licenses to Human Resources upon attaining

INSTRUCTIONAL LEADERSHIP EVIDENCE (APPLICATION ATTACHMENT)

Please write an essay response to the following questions:

• Cheney uses supplemental resources to support instruction of required core standards. This TOSA role is responsible for helping schools make informed instructional decisions based on current educational research. Describe how you would communicate research and best practices regarding high-quality curricular resources to school teams. Include how you would tailor your approach for different school priorities, and evaluate whether your efforts are effective for school teams to improve instructional practice and student outcomes.
• Describe how you coach school leadership teams and teachers to use assessment data in ways that inspire possibility and lead to actionable next steps.

HISTORY

Job description updated: July 2026

LOCATION:

Teaching & Learning

REPORTING

RELATIONSHIPS:

Position is supervised and evaluated by the department director

COMPENSATION:

Placement on the CEA Salary Schedule based on education and experience

REPRESENTATION:

Cheney Education Association (CEA) a local chapter of Washington Education Association

Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Brett Hale, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.

EQUAL OPPORTUNITY EMPLOYER