TOSA Special Education Instructional Coach (.75 FTE) 26-27 School Year

The Pendleton School District has openings for aTOSA: Special Education Instructional Coach (.75 FTE)

Certification Required:Preliminary or Professional Teaching License with an endorsement in Elementary and Special Education Generalist to meet TSPC requirements.

Benefits:Medical Dental Vision(District contributes $1960) $50k Life and Accidental Death Insurance.

PENDLETON SCHOOL DISTRICT

JOB DESCRIPTION

TOSA: Special Education Instructional Coach

IMMEDIATE SUPERVISOR Director of Special Programs

GENERAL DUTIES

The Special Education Instructional Coach (TOSA) promotes and supports high-quality inclusive instruction for students receiving special education services and performs related duties in accordance with District policies and the teacher alignment with the District and School Improvement Plans the coach provides leadership professional development and job-embedded support through a research-based coaching cycle to improve outcomes for students with disabilities.

The coach partners with general education and special education staff to strengthen instructional practices ensure compliance with IDEA requirements and build staff capacity to meet diverse learner needs. The instructional coach fosters a collaborative student-centered culture and maintains a cooperative and professional attitude with staff families and students.

REQUIRED QUALIFICATIONS

1. Valid Oregon Teacher Standards and Practices Commission teaching license with appropriate Special Education endorsement
2. Bachelors degree from an accredited institution (Masters degree preferred)
3. Minimum of three years of successful teaching experience in Special Education
4. Demonstrated experience in leadership roles (e.g. team lead PLC facilitator mentor teacher)
5. Strong understanding of IDEA IEP development and special education compliance requirements
6. Ability to effectively communicate and collaborate with diverse students families and staff
7. Ability to self manage time schedule and priorities with minimal supervision
8. Demonstrated cultural responsiveness and commitment to equitable practices
9. Strong organizational and time management skills
10. Proficient in oral and written communication
11. Proficient in technology and data systems used for instruction progress monitoring and IEP management
12. Ability to learn and implement new systems and tools adopted by the District

ESSENTIAL RESPONSIBILITIES

Instructional Coaching & Professional Learning

• Provide job-embedded coaching using a research-based coaching cycle (goal setting observation feedback reflection)
• Model evidence-based instructional strategies aligned to specially designed instruction (SDI)
• Support both general and special education teachers in implementing inclusive practices and co-teaching models
• Design and facilitate professional learning aligned to District priorities and SPED needs
• Build staff capacity in differentiation Universal Design for Learning (UDL) and scaffolding strategies

Special Education Program Support

• Support development and implementation of high-quality Individualized Education Programs (IEPs) including measurable goals and aligned services
• Assist staff in progress monitoring and data collection to inform instructional decisions
• Ensure alignment between IEP goals classroom instruction and assessment practices
• Provide guidance on behavior supports including Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP)
• Support staff in implementing inclusive practices that increase access to core instruction

Data & Systems Improvement

• Collaborate with teams to analyze student data (academic behavioral and functional) to improve outcomes
• Support MTSS alignment for students receiving special education services
• Assist in identifying achievement gaps and implementing targeted interventions
• Monitor fidelity of instructional and intervention practices

Compliance & Collaboration

• Support staff understanding of legal and procedural requirements under IDEA
• Collaborate with administrators to ensure compliance with state and federal regulations
• Maintain confidentiality of student and staff information
• Participate in IEP meetings as a coach/support when appropriate
• Serve as a liaison between special education general education and district support services

Culture & Leadership

• Cultivate and model a respectful inclusive and collaborative learning environment
• Promote culturally responsive practices that lead to equitable student outcomes
• Maintain strong communication with building administrators through regular meetings
• Support positive behavior systems and inclusive school-wide practices
• Maintain a growth mindset and engage in ongoing professional learning

Professional Expectations

• Maintain required licensure and complete all required district training
• Follow district protocols and utilize district systems effectively
• Attend required coaching trainings and professional development
• Seek and apply current research and best practices in special education and coaching
• Maintain high levels of professionalism ethics and confidentiality

ADDITIONAL EXPECTATIONS

This position is designed to define primary responsibilities but is not intended to limit the role. The TOSA Special Education Instructional Coach is expected to contribute flexibly and proactively to support the Districts mission student success and continuous improvement efforts.

PHYSICAL REQUIREMENTS

*Identify items typically moved:

WORKPLACE EXPECTATIONS

1. Work effectively with and respond to people from diverse cultures or backgrounds
2. Demonstrate professionalism and appropriate judgment in behavior speech and dress in a neat clean and appropriate professional manner for the assignment and work setting
3. Have regular and punctual attendance
4. Confer regularly with immediate supervisor
5. Follow all District policies work procedures and reasonable requests by proper authority.
6. Maintain the integrity of confidential information relating to students staff and District patrons

Terms of Employment:Salary and work year as determined by the administration and in accordance with Board policy individual work agreements and the collective bargaining agreement. Supervisor will consider individual training experience and specific needs in making staff assignments.

Note:This is not necessarily an exhaustive or all-inclusive list if 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 deems advisable.

We reserve the right to modify the details of a position at any time. NOTICE OF NONDISCRIMINATION The Pendleton School District 16R affirms the right of all individuals to equal Page 3 of 3 opportunity to education and employment without regard to race color sex national origin age religion marital status handicap or any other extraneous consideration not directly and substantively related to effective performance. This policy implements all applicable federal state and local laws regulations and executive orders. Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Related inquiries and additional requests may be directed to Michelle Jensen Affirmative Action Officer 107 NW 10th Pendleton OR 97801. Speech/Hearing impaired persons may contact the district for assistance through the Oregon Relay at 1-.