Position Summary: The Teacher on Special Assignment (TOSA) serves as a student-centered instructional and behavioral coach who supports students, staff, and families through proactive, responsive, and systems-level practices. The TOSA works collaboratively with administrators, general and special education staff, student services, and families to observe, assess, coach, and support both students and adults. The position requires flexibility, strong professional judgment, and the ability to respond effectively to complex situations while maintaining a focus on long-term student success and belonging.
Qualifications:
Bachelor's degree in regular education or special education or a related field.
Wisconsin DPI education licensure
Expertise in one or more of the following areas:
Culturally and linguistically responsive practices
Developing a multi-layered system of support for students with mental health or special education needs
Servicing students experiencing an imminent mental health crisis or experiencing mental health challenges.
Developing, implementing, and supporting systems in support of students with intensive needs.
Experience facilitating academic or SEL small group and/or individual interventions
Bilingual - Spanish/English Preferred.
Essential Functions:
staff, and special education staff, engage in the following:
Individualized support for students to support classroom independence and success;
Implementation of behavior intervention plans, universal or intensive behavioral strategies and programs;
Formal and informal assessments (examples include an observation of the environment or observation of the student within multiple environments throughout the school day);
Assist school teams with a functional behavior assessment and development of/or revision of BIP's process to determine needed support for students with complex behaviors/needs.
Facilitate small group or 1:1 academic or small group interventions with students.
general education and/or special education teachers related to behavior. Support can
include team collaboration, coaching and modeling behavioral intervention
implementation, and assistance in data collection;
Coach and support staff through challenging behavioral situations;
Collaborate with the District Intensive Support Specialists and Social Emotional Learning
(SEL) Coordinator on effective universal behavioral strategies, social skills acquisition,
trauma-sensitive, restorative approaches, as well as FBAs, BIPs, and other relevant
topics;
and behavioral patterns (for students with whom the position is working); and
Provide support in response to school support plans
Consult, coach, and problem-solve with the Principal, Dean/Coordinator, and student-specific staff regarding the intensive needs of a student
Provide support in ensuring restorative reentry and re-engagement following a critical incident, significant behavior incident, or following an extended absence; and
Knowledge, Skills, and Abilities:
Experience and leadership in supporting students with intensive needs, including development and implementation of safety and behavior intervention plans
Knowledge of research-based educational practices and interventions
Ability to analyze data within MLSS systems to inform problem-solving and decision-making
Experience collaborating with school-based teams to develop and monitor multi-layered systems of support
Strong written, verbal, and presentation skills, including facilitation of professional learning for adult learners
Exceptional organizational and leadership skills, with the ability to work independently and manage multiple priorities
Ability to establish and maintain strong, collaborative relationships with students, staff, families, and community partners
Demonstrated commitment to equity-focused work
Commitment to the philosophy, values, and Strategic Framework of the school and district
Working Conditions:
This job is performed primarily indoors with the occasional need to go to meetings outside the
building and/or to district schools. This job requires traveling between buildings and locations.
Physical / Mental Requirements:
This job is classified as medium work which involves exerting 20 to 50 pounds of force
occasionally and/or 10 to 25 pounds of force frequently. Sitting is involved, with the ability to
move about for significant periods of time. Stooping, kneeling, crouching, crawling, near and far
acuity are needed on an occasional basis. Reaching, handling, and fine manipulation are
frequently utilized. Verbal and auditory communication are both used frequently.
The above statements are intended to describe the general nature and level of work being
performed by the person assigned to this position. Essential job functions are intended to
describe those functions that are primary to the performance of this job, and other job duties
include those that are considered secondary to the overall purpose of this job.
This job description does not state or imply that the above are the only duties and
responsibilities assigned to this position. Employees holding this position will be required to
perform any other job-related duties as requested by management. All requirements are
subject to possible modification to reasonably accommodate individuals with a disability.
The above statements are intended to describe the general nature and level of work being
performed by the person assigned to this position. Essential job functions are intended to
describe those functions that are primary to the performance of this job, and other job duties
include those that are considered secondary to the overall purpose of this job.
This job description does not state or imply that the above are the only duties and
responsibilities assigned to this position. Employees holding this position will be required to
perform any other job-related duties as requested by management. All requirements are
subject to possible modification to reasonably accommodate individuals with a disability.
| Location | IL |