Special Education TOSA

Position Summary:

The Teacher on Special Assignment (TOSA) provides specially designed instruction to students identified with disabilities. They collaborate with staff and families to understand the barriers to students' engagement in their learning. They seek to understand those barriers and have knowledge of accommodations and strategies to allow students access to their education. They work directly with students to develop skills and understand how to request help, so they can engage in the learning available to them. They know strategies and curriculum to design systems of support and instruction for students with significant behavioral needs.

Qualifications:

• Wisconsin DPI education licensure in special education - any cross categorical certification
• Experience in providing students with specially designed instruction and accommodations
• Experience working with people with behavioral challenges
• Experience in developing, implementing, and supporting systems to support students with intensive needs.
• Assisting with Functional Behavior Analysis (FBA) and developing Behavior Intervention Plans (BIP).
• Bilingual - Spanish/English Preferred.

Essential Functions:

• In collaboration with the principal, student services staff members, regular education staff, and special education staff, engage in the following:
• Provide individualized student support to promote behavioral, social-emotional, and academic success within classroom settings.
• Implement, model, and coach staff on behavior intervention plans (BIPs), functional behavior assessments (FBAs), and evidence-based behavioral strategies across all tiers of support.
• Collaborate with school teams and leadership to develop, revise, and implement behavior supports for students with complex needs, including conducting observations to inform behavior planning and monitor student progress.
• Consult and coach staff in real-time behavioral situations, data collection, and restorative re-engagement strategies following critical incidents or extended absences.
• Partner with district specialists and SEL leadership to align interventions with trauma-informed, restorative, and inclusive practices.
• Other duties as assigned by the building principal

Knowledge, Skills, and Abilities:

• Experience working with students who demonstrate significant behaviors
• Current knowledge of educational research-based practices and interventions
• Able to establish strong working relationships to achieve objectives
• Able to gather and analyze information skillfully
• High problem-solving and decision-making ability
• Highly organized and able to work independently
• Writing and verbal communication skills
• Establish and maintain exemplary relationships by using appropriate interpersonal skills with students, staff, families, and the community
• Experience and leadership in serving schools in supporting students with intensive needs
• Able to develop and implement safety and behavior intervention plans
• Evidence of and ability to articulate a commitment to equity-focused work
• Evidence of exceptional interpersonal and communication skills
• Commitment to the philosophy and organization of the school and district outlined in the Strategic Framework

Working Conditions:

• This job is performed both indoors and outdoors (recess or other needs), with occasional meetings outside the building and/or at other district buildings.
• Physical / Mental Requirements:
• This job is classified as medium work, which involves exerting 20 to 50 pounds of force occasionally and/or 10 to 25 pounds of force frequently. Sitting is involved, with the ability to move about for extended periods. Stooping, kneeling, crouching, and crawling, as well as near and far acuity, are needed on an occasional basis. Reaching, handling, and fine manipulation are frequently utilized. Verbal and auditory communication are both used often.
• This position requires the ability to walk and move throughout the building and outdoor areas for extended periods. Occasional running or quick movement may be necessary to respond to student needs or behavioral situations, particularly during recess supervision or crisis intervention.
• The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. Essential job functions are intended to describe those functions that are primary to the performance of this job, and other job duties include those that are considered secondary to the overall purpose of this job.
• This job description does not state or imply that the above are the only duties and responsibilities assigned to this position. Employees holding this position will be required to perform any other job-related duties as requested by management. All requirements are subject to modification to reasonably accommodate individuals with disabilities.
• The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. Essential job functions are intended to describe those functions that are primary to the performance of this job, and other job duties include those that are considered secondary to the overall purpose of this job.
• This job description does not state or imply that the above are the only duties and responsibilities assigned to this position. Employees holding this position will be required to perform any other job-related duties as requested by management. All requirements are subject to modification to reasonably accommodate individuals with disabilities.