Teacher on Special Assignment (TOSA) - Special Education

Permanent 1\.0 FTE position to begin with the 2026\-27 school year.

Salary range is pending final budget approval for the 2026\-27 school year; posted salary range is for the 2025\-26 school year.

Job Title: Teacher on Special Assignment (TOSA)\-Special Education

Classification: Certified

Supervisor: Assistant Director of Special Education

FLSA Status: Exempt

Contract: 197 Days

Summary: The Special Education TOSA assists in the implementation and coordination of resources to maintain and improve Special Education programs across the District. Assists in the planning, organization, and/or presentation of staff development programs at the school and district level. Assists and supports School and District Special Education improvement efforts to focus on student outcomes. TOSAs will assist Special Education teachers and related service providers in planning, conducting and evaluating instruction with students who have special needs. In addition, the Special Education TOSA provides consultation, coaching and modeling to school personnel related to Special Education services across the District.

Essential Duties and Responsibilities

• Serve as a District representative at IEP meetings.
• Performs an ongoing inventory of needs to identify potential special education and staff development activities for individual programs, schools and the district.
• Assists with required federal and state reporting.
• Initiates, plans, and conducts training for staff to refine service provision and classroom management in order to bring about desired student outcomes.
• Reviews district and department special education trainings offered to identify effectiveness, relevance and opportunities for further staff development.
• Assists in planning and conducting activities and programs for special education staff new to their assignment.
• Acts as an instructional and special education resource for administrators, licensed, and classified staff.
• Assists Special Education teachers and related service providers in planning, conducting and evaluating instruction.
• Provides consultation services to support effective instructional practices, the use of appropriate educational resources, assessment procedures and data collection.
• Serves as a liaison for implementation of new special education classrooms to the district and/or school.
• Prioritizes multiple tasks in order to be responsive to staff and school needs as they arise.
• Assists with the Early Childhood Special Education transitions, Extended School Year process, and Community Transitions Programs.
• Assists and consults in placement determinations, student observations, IEP development, assessment procedures, file reviews, vocational services, and behavioral training.
• Assists schools in identifying and utilizing resources within and outside the district.
• Case manages and/or provides assistance to staff for special education students, including those from in\-state programs, Oregon School for the Deaf, foster/group homes, and private/home/charter schools.
• Responsible for maintenance of departmental documentation including monthly data, self\-contained class lists, web based IEP’s, and Transportation Requests.
• Utilizes philosophical principles and techniques of the district\-adopted behavior management system to promote a positive and safe school climate.
• Attends regularly scheduled or periodic meetings and district sponsored in\-service programs.
• Assist in the development of district and school programs, as assigned/requested.

Professional Preparedness and Growth

• Instruction reflects well\-planned and effective methodology.
• Develop and implement instructional practices and strategies that include multiple methods of assessment, support student in meeting rigorous learning goals and engage and encourage learners to develop deep understanding of content.
• Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional and physical areas, diversity of cultures and communities; implement and insure a developmentally appropriate, challenging and high\-standards learning environment.
• Make objective, non\-emotional, well\-informed decisions regarding the welfare of students.
• Instruction reflects adequate and current knowledge of essential skills, literacy promotion, social\-emotional learning and technology.
• Improves professional skills through in\-service workshops, district meetings, continuing education, etc.
• Goal setting and cooperative planning with supervisor.

Principles of Teaching and Learning

• Shows respect, consideration and fairness of students varying learning levels.
• Meets needs of students with special interests, abilities, and learning problems.
• Gives students and staff personal help and positive reinforcement.
• Helps students set achievement expectations and evaluate their own progress.
• Establish and communicate clear objectives for all learning activities.
• Provide a variety of learning materials and resources for use in educational activities.

Multi\-Ethnic/Multi\-Cultural Education

• Includes lessons and instruction that are culturally responsive.
• Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age or national origin.

Evaluation/Assessment of Students

• Knowledge of interventions and strategies of a multi\-tiered system of support.
• Crisis intervention skills and ability to administer a risk assessment.
• Ability to observe, collect and analyze data in a student caseload.
• Update and maintain accurate and complete records of student progress and development as required by school, district, state, and federal policies, regulations and laws.
• Consults principal, specialist, other teachers in the school, and students in evaluating own plans, methods, and results.
• Uses instruments and methods that effectively measure the students' attainment of learning goals.
• Makes clear to students how success will be judged.
• Communicates effectively in a professionally appropriate manner with parents/guardians, colleagues and students.

Classroom Management

• Support the implementation of effective classroom management strategies, to support a safe, secure and respectful learning environment; communicate student behavior expectations in a positive manner; convey reminders, rules and expectations with consistency and equity, while recognizing the unique qualities and characteristics of the individual.

Communication Skills

• Regularly communicates with parents, students, colleagues and supervisors in writing and verbally in a professionally appropriate manner.
• Actively listens to concerns, problems or issues and formulates a professionally appropriate response which is aligned with the Medford School District’s core values.
• Encourages and builds strong school to home and community partnerships to better serve the needs of all students in the Medford School District.
• Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher is not able to respond completely, or to something that is complex in nature.

Organizational Responsibilities

• Cooperates with and supports faculty members.
• Ability to manage multiple projects/priorities.
• Ability to maintain appropriate confidentiality.
• Ability to work independently with minimal supervision and as a team member.
• Understand District policies and procedures and make decisions accordingly.
• Observes the spirit and intent of rules and regulations of the school and school system.
• Assumes necessary non\-instructional responsibilities.
• Provides complete data to the school and district administration as requested for management purposes.
• Maintains accurate student records.
• Shares the responsibilities with all other employees for promoting the educational goals and developing pubic acceptance of the school system.

Marginal Duties and Responsibilities:

• Provide direct support to classrooms as assigned.
• Other related duties as assigned.

Supervisory Responsibilities:

• All employees of the Medford School District have responsibility for supervising students and assisting in maintaining a safe environment.

Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

*Education and/or Experience*: A Bachelor’s Degree in Education or Special Education, Applied Behavioral Sciences, Psychology, Social Work, mental health or related fields required. Successful experiences working with Special Education students with a minimum of three years as a Special Education classroom teacher.

*Certificates, Licenses, Registrations:

• Oregon TSPC licensure in special education is required. The chosen candidate will need to have or be eligible for CPI certification.

*Interpersonal Skills:

• Ability to interact appropriately with teachers, staff, members of the community, students and others including local law enforcement. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.

*Language Skills:

• Ability to communicate fluently in English both verbally and in writing. Preference may be given to applicants who are fluent in both English and Spanish. Ability to effectively present information in one\-on\-one and small group situations to other district employees. Ability to verbally respond to common inquiries from students. Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals. Ability to write routine reports and correspondence.

*Mathematical Skills:

• Ability to add and subtract two digit numbers and to multiply and divide with 10’s and 100’s. Ability to perform these operations using units of American money and weight measurement, volume and distance.

*Reasoning Ability:

• Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving a few concrete variables in a variety of unpredictable situations.

*Computer Skills:

• General knowledge of computer usage and ability to use database software, e\-mail, internet software, spreadsheets and word processing software.

Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms. The employee is frequently required to stand and stoop, kneel, crouch or crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally up to 100 pounds. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision. Speaking clearly enough to be able to be understood by others. Identifying and understanding the speech of another person. Emotional stability to work effectively under pressure and to keep all aspects of the job under control.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually low to moderate. The employee is exposed to wet or humid conditions, as well as outdoor weather conditions. Employee may be exposed to bloodborne pathogens. Employee may be subject to temperature fluctuations, fumes, odors and dust.

Note: This is not necessarily an exhaustive or all\-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.

EQUAL OPPORTUNITY EMPLOYER

Medford School District 549C is an Equal Opportunity Employer, and in accordance with Federal and State legislation, including Title IX, title VIII, ORS 659\.150, does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, marital status, religion, national origin, age, or disability in employment or educational programs.

Medford School District 549C is an equal opportunity employer and provides qualifying veterans and disabled veterans with preference in employment in accordance with ORS 408\.225, 408\.230, and 408\.235\.

Qualifying veterans and disabled veterans may obtain preference by submitting as verification of eligibility, a copy of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215\) or a letter from the US Dept. of Veteran’s Affairs indicating receipt of a non\-service connected pension to your application by the closing date. Disabled Veterans must also submit a copy of their Veteran’s disability preference letter from the Dept. of Veteran Affairs, unless the information is included on the DD Form 214/215\.