Teacher on Special Assignment (TOSA) - Title I/LAP, District-Wide Elementary

Bethel School District 403•Spanaway, WA

2d•Onsite

About The Position

The Bethel School District is seeking teacher applicants who have the potential to be leaders and innovative educators. Successful candidates will demonstrate the ability to deliver instruction based upon best available research and practices in teaching and learning. The TOSA will provide direct, data-driven support for the implementation of evidence-based interventions—especially Reading Mastery and other Direct Instruction programs—to accelerate learning for struggling students. The TOSA will spend the majority of time working with certificated staff, conducting systematic reviews of student performance data, modeling and observing instructional delivery, and providing targeted feedback. The TOSA will lead weekly data review meetings, support instructional adjustments, and facilitate the development of coaching capacity within certificated program leads. The TOSA also participates in program compliance monitoring, inservice development, and professional learning for school-based teams.

Requirements

Valid and appropriate certification.
5+ years of successful teaching experience, preferably in literacy-intensive or intervention-focused or intervention-focused roles.
Demonstrated expertise in Tier 3 reading interventions, including experience with Direct Instruction (DI) methodologies.
Experience delivering coaching and job-embedded professional development to educators.
Extensive knowledge of MTSS frameworks, specifically related to intensive reading intervention practices.
Ability to analyze student performance data and use it to drive instructional decision-making.
Strong communication, organization, and facilitation skills; ability to coordinate multiple tasks and stakeholders.
Ability to organize time and commit to a flexible work schedule.
Experience in collaborating with teachers and administration around instructional practices.

Nice To Haves

Masters Degree and/or National Board Certification preferred, ideally in Literacy, Reading-Language Arts, or Exceptional Needs.
Extensive background in Learning Assistance Program (LAP), Title I, and Direct Instruction methodologies.
NIFDI Trainer of Trainers Certification preferred.
Experience in coaching educators and building peer coaching capacity.
Deep understanding of structured literacy, progress monitoring tools, and curriculum-based measurements, as well as the development of program specific remedies to address student performance concerns.

Responsibilities

Conduct weekly analysis of in-program data for Title I/LAP students to monitor lesson progress and mastery.
Identify performance concerns using mastery criteria; hypothesize potential causes; determine and gather additional observational or written data.
Assign and track the effectiveness of instructional remedies or modifications.
Facilitate weekly data review meetings with school Title/LAP teams to present findings, gather input, and assign actionable next steps.
Maintain accurate records of interventions, adjustments, and student outcomes.
Use student performance data to determine specific portions of lessons to observe.
Collect targeted observational data during instruction and analyze alongside written performance data.
Lead debrief sessions with instructors, highlighting strengths, identifying prioritized student performance concerns, and connecting them to teacher behaviors.
Model instructional delivery techniques as needed during observations or debriefs; guide teachers through practice and provide feedback.
Write clear, constructive feedback notes with specific next steps aligned to student performance evidence.
Provide ongoing training and coaching development for certificated program leads to strengthen the school's intervention support model.
Develop and deliver coaching training series for both new and continuing certificated staff, including modeling data analysis protocols, debrief practices and lesson demonstrations.
Support new and struggling certificated teachers and classified instructors in mastering Direct Instruction delivery and intervention strategies.
Collaborate with other TOSAs, principals, program specialists, and teachers to set learning goals and solve instructional challenges.
Network with other TOSAs; participate in ongoing professional development to extend literacy and instructional expertise.
Lead literacy or instructional study groups.
Perform other duties as assigned related to literacy, intervention, and instructional improvement.