Secondary UDL Teacher on Special Assignment (TOSA)

Northshore School District 417•Bothell, WA

2d•Onsite

About The Position

The Secondary Universal Design for Learning (UDL) Teacher on Special Assignment (TOSA) is a full-time position supporting secondary instruction across Northshore School District. This role facilitates professional development, engages in coaching and collaborative problem-solving, and provides direct classroom support to teachers of secondary students. Strategies are implemented that ensure each and every student can meaningfully access core curriculum academically, behaviorally, socially, and emotionally. This position works closely with the P-5 UDL TOSA, and with TOSAs in Teaching and Learning and Special Education, to ensure comprehensive P-22 UDL instructional support through the lens of Racial and Educational Justice (REJ) and within the five pillars of Whole Child Multi-Tiered Systems of Support (MTSS).

Requirements

Valid Washington State teaching certificate
Minimum five years of successful teaching experience, preferably within the secondary level
Demonstrated expertise in Universal Design for Learning (UDL), differentiated instruction, and inclusive instructional practices
Experience supporting diverse student learners, including students across intersectional identities (ie: including race, ethnicity, creed, religion, color, national origin, sexual orientation, gender expression, gender identity, homelessness, immigration and citizenship status, the presence of any sensory, mental, or physical disabilities, neurodivergence, and the use of a trained dog guide or service animal by a person with a disability)
Deep understanding of secondary instructional practices, child development, racial and educational justice, and multi-tiered systems of support
Knowledge of adult learning theory and demonstrated ability to design and facilitate engaging, responsive, and job-embedded professional learning experiences for teachers
Demonstrated ability to support equitable access to grade-level, standards-based instruction for all students
Knowledge of MTSS, SEL, PBIS, culturally responsive teaching, and restorative practices
Strong communication, collaboration, facilitation, and interpersonal relationship-building skills
Experience facilitating adult learning, professional development, and/or instructional coaching
Ability to analyze and use multiple sources of data to support instructional improvement, student outcomes, and data-based decision making
Demonstrated ability to work collaboratively across departments, teams, and school settings
Commitment to advancing the district’s Strategic Plan, REJ Framework, and Whole Child MTSS vision

Responsibilities

Design and deliver high-quality professional learning focused on the implementation of UDL, SEL, and PBIS practices and systems through the lens of REJ and within Whole Child MTSS for each and every secondary learner
Facilitate learning and collaborative inquiry opportunities differentiated for educators across varying levels of secondary experience
Provide job-embedded coaching and classroom support to secondary teachers through modeling, observing, feedback, and collaborative problem-solving
Support implementation of evidence-based instructional practices that increase access to at least grade-level core instruction academically, behaviorally, socially, and emotionally
Collaborate with classroom teachers, TOSAs, and district staff to strengthen inclusive, universally designed, Tier I instruction and aligned intervention systems and ensure coherence across curriculum, instruction, intervention, and student support systems
Support implementation of Whole Child MTSS practices within secondary classrooms and school systems, as aligned with the Northshore School District MTSS Implementation Plan
Assist educators in designing and implementing differentiated instruction, scaffolds, accommodations, and flexible learning environments aligned to UDL principles
Promote culturally responsive and identity-affirming instructional practices through the lens of REJ
Partner with Special Education, Multilingual Learner, counseling, mental health, and student support teams to strengthen integrated support models within general education settings
Facilitate collaborative analysis of student work, instructional practices, and multiple sources of data to inform instructional decision-making
Support teachers in creating accessible learning experiences that increase student engagement, belonging, agency, and success so that each student can thrive
Maintain regular presence in secondary schools to provide ongoing coaching and implementation support
Collaborate with the P-5 UDL TOSA to ensure aligned and comprehensive P-22 UDL implementation and instructional supports
Stay current on research and best practices related to UDL, inclusive practices, MTSS, SEL, PBIS, and justice-driven and student-centered instructional design