Special Education TOSA - Special Education Lead - Dakota Ridge

Independent School District 196•Rosemount, MN

1d•Onsite

About The Position

This role serves as a TOSA (Teacher on Special Assignment) focusing on Special Education Leadership within the Large Group Program at Dakota Ridge. The position is 1.0 FTE and begins at the start of the 2026-27 school year. The TOSA will demonstrate knowledge of human behavior and development theories, and provide leadership and support for social, emotional, and behavioral learning across District 196 Special Education. Key responsibilities include leading crisis assessment, intervention, and de-escalation efforts, as well as managing restrictive procedure work (CPI). The role requires knowledge of evidence-based SEL practices and curricula, collaboration with the Special Education TOSA team and general education, and coordination of problem-solving activities using SEL strategies. The TOSA will assess student and staff SEL needs at building, program, and individual levels, develop culturally responsive practices for equitable outcomes, and support students with emotional regulation difficulties. Building staff capacity in social-emotional skill development is crucial. The position also involves staying current with assistive technology to support student access and employing high expectations through various instructional techniques. Collaboration to support students with disabilities in the least restrictive environment, advocating for students, and promoting strong communication with staff, parents, and professionals are also key aspects. Responsibilities will be carried out as defined by the master contract.

Requirements

Licensure by the Minnesota Department of Education as School Social Worker, School Psychologist or Board Certified Behavior Analyst preferred.
Experience working in middle/high school settings preferred
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 school setting or with children ages birth through 21.
Ability to follow directions and procedures and facilitate collaborative teaming around students.
Ability to facilitate, write and implement Individual Education Plans (IEPs), Functional Behavior Assessments and Behavior Support Plans.
Ability to direct the work of paraprofessionals and an understanding of practices for training and supporting paraprofessionals.
Knowledge of best practices in the field of special education and implementation strategies for sensory activities, positive behavior support, academic instruction, development of routines, etc.
Understanding and ability to conduct a comprehensive evaluation.
Thorough understanding of the laws, rules and regulations of special education.
Ability to lift up to 50 pounds of weight.
Valid driver's license or ability to provide travel for self between locations.
Demonstrated experience and proficiency working with a culturally, ethnically, racially and socioeconomically diverse school community is preferred.

Responsibilities

Demonstrate knowledge of theories of human behavior and development.
Provide leadership and support as it relates to social, emotional and behavioral learning throughout District 196 Special Education.
Lead and support District crisis prevention, de-escalation, and restrictive procedure work (CPI).
Lead and Collaborate with District 196 Special Education TOSA team and align practices with general education.
Coordinate problem-solving and processing activities by using SEL strategies and interventions with administrative, licensed and non-licensed staff.
Collaborate with staff in assessing student and staff SEL needs at the building level, program level and individual level by providing appropriate assessment tools.
Develop and demonstrate culturally responsive practices that lead to equitable outcomes for all students, particularly those groups of students that are overrepresented in special education.
Demonstrate proactive response to support students with emotional regulation difficulties during school year and summer programming.
Build capacity of staff around strategies that support students in developing social emotional skills for success.
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 with disabilities in the least restrictive environment.
Advocate for students with disabilities to ensure high levels of achievement.
Promote and develop strong communication and collaboration with staff, parents and other professionals.
Carry out responsibilities as defined by the master contract.