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

Pendleton Sd 16•Pendleton, OR

18h•Onsite

About The Position

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 contract. In 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.

Requirements

Preliminary or Professional Teaching License with an endorsement in Elementary and Special Education Generalist to meet TSPC requirements
Valid Oregon Teacher Standards and Practices Commission teaching license with appropriate Special Education endorsement
Bachelor’s degree from an accredited institution
Minimum of three years of successful teaching experience in Special Education
Demonstrated experience in leadership roles (e.g., team lead, PLC facilitator, mentor teacher)
Strong understanding of IDEA, IEP development, and special education compliance requirements
Ability to effectively communicate and collaborate with diverse students, families, and staff
Ability to self manage time, schedule, and priorities with minimal supervision
Demonstrated cultural responsiveness and commitment to equitable practices
Strong organizational and time management skills
Proficient in oral and written communication
Proficient in technology and data systems used for instruction, progress monitoring, and IEP management
Ability to learn and implement new systems and tools adopted by the District

Nice To Haves

Master’s degree preferred

Responsibilities

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
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
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
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
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
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