Elementary TOSA - SEL (Temporary Assignment)

Independent School District 196•Rosemount, MN

4d•Onsite

About The Position

This is a temporary assignment for an Elementary TOSA (Teacher on Special Assignment) focusing on Social-Emotional Learning (SEL). The role involves developing and demonstrating culturally responsive practices to achieve equitable outcomes for all students, with a particular focus on student groups over-represented in special education. The TOSA will also possess strong knowledge and strategies related to Non-Exclusionary Discipline. Key responsibilities include collaborating with administration and staff to develop and maintain 504 Plans, proactively supporting students with social/emotional/behavioral regulation difficulties, and providing instruction on strategies for developing social-emotional skills. The position requires attendance at Learning Team meetings as necessary for student success, demonstration of understanding and practices of PBIS (Positive Behavioral Interventions and Supports) and supportive Tier 1 SEL strategies, and current knowledge of various forms of assistive technology. The TOSA will employ high expectations for students using diverse instructional techniques and media, collaborate with others to plan and support students in the least restrictive environment, and promote strong communication with staff, parents, and other professionals. Responsibilities also include carrying out duties as defined by the master contract.

Requirements

Licensed by the Minnesota Department of Education in Elementary Education.
Strong general education background.
Experience working with and providing service to persons of diverse cultures, races, and socioeconomic backgrounds.
Evidence of a growth mindset and ability to accelerate growth in academic and social/emotional skills using a strengths-based model.
Ability to work efficiently, effectively, and cooperatively with multidisciplinary teams.
Strong oral and written communication skills.
Ability to relate positively to students, staff, and community.
Experience working in a K-5 school setting.
Ability to follow directions and procedures and facilitate collaborative teaming around students.
Knowledge of best practices in the field of special education.

Nice To Haves

Special education licensure and/or completion or in process of K-12 administrative license preferred.

Responsibilities

Develop and demonstrate culturally responsive practices that lead to equitable outcomes for all students, particularly those groups of students that are over-represented in special education.
Possess a strong knowledge and strategies related to Non-Exclusionary Discipline.
Collaborate with administration and staff to develop and maintain 504 Plans.
Demonstrate proactive response to support students with social/emotional/behavioral regulation difficulties.
Provide instruction for strategies to support students in developing social emotional skills for success.
Attend Learning Team meetings when necessary for student success.
Demonstrate understanding and practices of PBIS, and supportive Tier 1 SEL strategies.
Demonstrate current knowledge of various forms of assistive technology to support students in accessing the appropriate tools for efficiency.
Employ high expectations for students using a variety of instructional techniques and instructional media.
Collaborate with others to plan, teach and support students in the least restrictive environment.
Promote and develop strong communication and collaboration with staff, parents and other professionals.
Carry out responsibilities as defined by the master contract.
Facilitate and/or support parent/guardian meetings that may include but are not limited to Behavior Support Plans, 504 plans, Individual Education Plans (IEPs), and coordinating with community resources.
Direct the work of paraprofessionals and/or clerical staff and an understanding of practices for training and supporting paraprofessionals/clerical staff.
Implement strategies for sensory activities, positive behavior support, academic instruction, development of routines, etc.