Teacher on Special Assignment (TOSA)-Talented and Gifted Programs

Permanent 1.0 FTE position to begin with the 2025-2026 school year.

Job Title: Teacher on Special Assignment (TOSA) Talented and Gifted Programs- Academic

Classification: Certified

Supervisor: Staff Development Coordinator

FLSA Status: Exempt

Contract: 190 Days

Summary: The Talented and Gifted Programs (TAG) TOSA provides support to schools in the administration of the requirements of the Talented and Gifted programs in Medford School District. The role provides direct support to students teachers TAG Coordinators at the School Level and the district administrator leading the TAG Program.

Essential Duties and Responsibilities:

• Supports the TAG programs to enhance the in class student experience.
• Maintains student records.
• Ensures compliance for our Medford TAG programs with Oregon Department of Education and District policies.
• Suggests enhancements to TAG programming.
• Guides and supports the processes for the identification of TAG students.
• Maintains and develops communications relating to TAG
• Manage and maintain the assessment materials for TAG programming.
• Supports the extra-curricular activities related to our TAG programs.
• Coordinates and conducts various academic screenings throughout the school year.
• Provides professional development relating to Talented and Gifted Education.
• Works with classroom teachers and TAG School Coordinators to remove barriers inorder to improve student success and engagement in the TAG program.
• Facilitates ongoing embedded professional development with teachers staff and administrators in core instructional practices such as differentiated instruction.
• Assists teachers with planning and pacing of lessons the development of differentiated lessons and the selection of best practices to meet the needs of their students.
• Develops staff members knowledge skills attitudes and behaviors through various professional development-targeted topics and designs.
• Utilizes Adult Learning Theory to motivate adult learners to improve professional practice.
• Attends training for professional learning related to coaching and supporting teachers in the core instructional program
• Participates in curriculum design by serving on the district-level team.

Professional Preparedness and Growth

• Model instruction that reflects well-planned and effective methodology.
• Assist in the development and implementation of instructional practices and strategies thatinclude multiple methods of assessment support student in meeting rigorous learninggoals and engage and encourage learners to develop deep understanding of contentareas.
• Understand how learners grow and develop recognizing variations within and across cognitive linguistic social emotional and physical areas diversity of cultures and communities; implement and insure a developmentally appropriate challenging and high standards learning environment.
• Make objective non-emotional well-informed decisions regarding the welfare of students.
• Improve professional skills through in-service workshops district meetings continuing education etc. as both a facilitator and an attendee.
• Goal setting and cooperative planning with supervisor.

Principles of Teaching and Learning

• Shows respect consideration and fairness of students and staff varying learning levels.
• Meets needs of students with special interests abilities and learning problems.
• Gives students and staff personal help and positive reinforcement.
• Help set achievement expectations for students and staff.
• Provide a variety of learning materials and resources for use in educational activities.

Multi-Ethnic/Multi-Cultural Education

• Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race color religion sex age or national origin.

Evaluation-Supports Education Staff in the Following Areas:

• Facilitate the pre-referral process for students.
• Keep parents teachers and administrators informed of the progress of each student.
• Plans instruction assessing student progress on State Standards.
• Uses tests and/or other evaluative information to determine student level and progress.
• Update and maintain accurate and complete records of student progress and development as required by school district state and federal policies regulations and laws.
• Consults principal specialists other teachers in the school and students in evaluating own plans methods and results.
• Uses instruments and methods that effectively measure the students attainment of learning goals.
• Communicates effectively in a professionally appropriate manner with parents/guardians colleagues and students regarding student achievement.

Communication Skills

• Regularly communicates with parents students colleagues and supervisors in writing andverbally in a professionally appropriate manner.
• Protects confidentiality of students as required by law.
• Actively listens to concerns problems or issues and formulates a professionally appropriate response which is aligned with the Medford School Districts core values.
• Encourages and builds strong school to home and community partnerships to better servethe needs of all students in the Medford School District.
• Routes and/or directs parents students or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher is not ableto respond completely or to something that is complex in nature.

Organizational Responsibilities

• Cooperates with and supports faculty members.
• Facilitates professional development and trainings for general education staff.
• Collects data and submits reports as required for assigned students.
• Establishes timelines and sequences for evaluation of students per District policy.
• Observes the spirit and intent of rules and regulations of the school and school system. Assumes necessary instructional and non-instructional responsibilities when needed.
• Provides complete data to the school and district administration as requested for management purposes.
• Maintains accurate student records.
• Encourages parent participation in school programs and activities.
• Shares the responsibilities with all other employees for promoting the educational goals and developing pubic acceptance of the school system.

Marginal Duties and Responsibilities:

• Sets up room for various activities and cleans up after activities completion.
• Answers telephones and answers questions or takes messages and forwards to the general education teacher and/or administration as applicable.
• Assists with school wide events.
• Other duties as assigned.

Supervisory Responsibilities: All employees of the Medford School District have responsibility for supervising students and assisting in maintaining a safe environment.

Qualifications: To perform this job successfully an individual must be able to perform eachessential duty satisfactorily. The requirements listed below are representative of the knowledge skill and/or ability required. Reasonable accommodations may be made to enable individualswith disabilities to perform the essential functions.

Education and/or Experience: Must be eligible for or properly licensed by the TeacherStandards and Practices Commission for assignment as a special education teacher or general education teacher. Experience varies depending on the assignment.

Interpersonal Skills: Ability to interact appropriately with teachers staff members of thecommunity and students. Focuses on solving conflict; maintains confidentiality; contributes to building a positive team spirit.

Language Skills: Ability to communicate fluently in English both verbally and in writing. Preference may be given to applicants who are fluent in both English and Spanish. Ability toeffectively present information and respond effectively to questions in one-on-one small and largegroup situations to students and other school staff. Ability to read and interpret documents suchas safety rules operating and maintenance instructions procedure manuals and governmentalregulations. Ability to write routine reports and correspondence.

Mathematical Skills: Ability to calculate figures and amounts such as discounts interestproportions percentages area circumference and area. Ability to apply concepts of basicalgebra geometry fractions percentages ratios and proportions to practical situations.

Reasoning Ability: Ability to apply common sense understanding to carry out instructionsfurnished in written oral schedule or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Computer Skills: General knowledge of computer usage and ability to use database softwaree-mail internet software spreadsheets teaching software and word processing software.

Certificates Licenses Registrations: Hold current Oregon Teaching Certificate with properendorsement(s) in the subject matter and grade level assigned.

Physical Demands: The physical demands described here are representative of those that mustbe met by an employee to successfully perform the essential functions of this job. Reasonableaccommodations may be made to enable individuals with disabilities to perform the essential functions.

• Stamina for 8 hours of student instruction and supervision.
• Use of hands for repetitive motions such as writing and typing.
• Standing/Walking: 3-6 hours/day.
• Sitting: 2-4 hours/day.
• Occasional bending kneeling squatting climbing of stairs or ladders.
• Lifting/carrying: Up to 40 lbs.
• Occasional physical interaction with students as provided by law and to ensure thephysical safety of the student and/or others.
• Close vision (clear vision at 20 inches or less).
• Distance vision (clear vision at 20 feet or more).
• Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
• Speaking clearly enough to be able to be understood by others.
• Identifying and understanding the speech of another person.
• Emotional stability to work effectively under pressure and to keep all aspects of the jobunder control.

Work Environment: The work environment characteristics described here are representative ofthose an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low to moderate. Employee may be exposedto bloodborne pathogens. Employee may be subject to temperature fluctuations fumes odors and dust.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities skills duties requirements efforts functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.