Tosa - High School Student Success Coach

Job Title: TOSA - High School Student Success Coach
Category: Certified/Licensed

Posting Date: June 6, 2024
Start Date: August 26, 2024

TOSA - High School Success Coach
Gresham High School
192 Contract days, Permanent Contract
1.0 FTE

Application Deadline: Open Until Filled. Apply through gbsdjobs.com

Qualifications: State of Oregon Teaching License and current First Aid Card.

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job.

We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.

POSITION SUMMARY: Teacher On Special Assignment (TOSA) will support administration and instructional staff in the development, implementation, coordination, facilitation, and continuous improvement of a Multi-Tiered System of Support (MTSS) at Gresham High School. MTSS ensures success for all students in their academic, social-emotional and behavioral development.

MINIMUM QUALIFICATIONS

Education, Training, Experience, Licensure & Certification:

Appropriate State Teaching license
Minimum of three years successful teaching experience
Strong background in one or more types of Multi-Tiered Systems of Support (PBIS, RTI, Early Warning Systems)
Strong collaboration and facilitation skills.
Strong understanding of adult learning andragogy and pedagogy and their relation to technology integration:
Strong background in reading, writing, math, and behavioral intervention and instructional strategies
Demonstrated competency with using data with teams for instructional improvement.
Strong understanding of culturally responsive and inclusive teaching practices
Bi-Lingual preferred
Diverse applicants encouraged to apply

Special Knowledge/ Skills:
Experience, planning and implementing a school or District RTI model/PBIS model
Knowledge of research related to Response to Intervention and PBIS processes
Familiarity with a wide variety of curriculum structures, and instruction and assessment strategies that reflect current research on best practices
Familiarity with data teams to identify root causes of academic or behavioral needs of students.
Familiarity with Common Core State Standards standards and curriculum frameworks
Knowledge and experience with differentiated instruction
Knowledge and experience with reading instruction
Interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development
Demonstrated ability to design and facilitate (individually or in collaboration with others) high quality professional development for teachers/school staff
Demonstrated skills in analyzing and using data for instructional decision-making
Demonstrated comfort, knowledge, skill and ability using instructional technology
Communicates effectively, in multiple formats (multimedia, face-to-face, etc.)
Ability to form strong professional relationships with colleagues
Able to work independently, take initiative, and be flexible, and able to work in a fast-paced environment and manage competing tasks, deadlines, requirements, and decisions
Effectively manages their time, is organized and prioritizes work to meet the needs of the users
Ability to work both independently and collaboratively
Ability to participate in coaching professional development throughout the year
Knowledge of equity issues in current education reform
Demonstrated ability to work with diverse student and staff
Strong understanding of diversity, equity and inclusion as it relates to instruction and MTSS
Knowledge of equity issues in current education reform
Listens to others and remains receptive to new ideas
Demonstrated knowledge to maintain confidentiality
Establishes and maintains positive, effective working relationships with staff, students, and the community

MAJOR RESPONSIBILITIES AND DUTIES

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.) Working knowledge and understanding of the Gresham MTSS Ladder of Support, Response to Intervention (RTI) and Effective Behavioral and Instructional Support Systems (EBISS) processes
Collaboration with building leadership to develop a comprehensive, integrated, multi-tiered, system of interventions which includes seamless Tier 1 through Tier 3 systems
Work with school intervention teams and administrators to establish a regular teaming process within the structure of the school.
Work with school intervention teams and administrator to establish, review and enhance data collection, analysis, evaluation and reporting processes
Establish a clear tiered system of support, which enhances the overall goals of Gresham Highs MTSS Ladder
Design, implement and support ongoing staff development in the use of assessment data to drive instructional decisions for Tiered interventions
Collaborate with school level teams in establishing MTSS decision-making rules for determining when students need interventions (strategic and targeted), identifying student needs, developing intervention plans, and implementing appropriate interventions promoting collaborative team processes, and coaching teams through conflict
Design, implement and support ongoing staff development for the implementation of evidence based intervention curriculum and instructional strategies
Coach both licensed and classified instructional staff in best practices for fidelity to high impact intervention programs and processes
Model effective instructional culturally responsive techniques within classrooms for Tier 1, 2 and 3 practices.
Collect and analyze school data, including subgroups, for building level reporting
Communicate orally and in writing with internal and external sources, information about intervention implementation and outcomes, as needed. This may include making reports to GBSD Board of Directors
Work collaboratively and communicate effectively with building-level leadership to ensure rigorous, relevant curriculum and instructional practices that will increase student learning and achievement
Establish and maintain celebrations of all student achievement
Cultivate and model a respectful working and learning environment
Fostering a healthy school and classroom community
Family Engagement strategies using asset based strategies
Engaging and motivating instruction for urban and culturally diverse classrooms

PHYSICAL REQUIREMENTS:
Ability to:
Sit, stand or walk for prolonged periods of time
Talk and hear conversations
Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
Reach for and handle objects
Use close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus
Regular focus on a computer screen
Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion

WORKPLACE EXPECTATIONS:
Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed
Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
Dress in a professional and appropriate manner for the assignment and the work setting
Exercising prudent judgment
Work independently in the performance of routine duties
Follow all District policies and work procedures
Utilize the District's electronic systems and applications related to the position
Participate in required meetings and trainings related to the position
If employee is bilingual, interpretation, translating documents, and/or communicating orally in the second language may be requested

Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities.