TEACHER ON SPECIAL ASSIGNMENT (TOSA) - STUDENT SUCCESS COACH: SOCIAL AND EMOTIONAL FOCUS
2022-2023 School Year
Apply at: https://www.applitrack.com/brookings/onlineapp/default.aspx?all=1#
POSITION SUMMARY
The Teacher on Special Assignment (TOSA) - Student Success Coach is responsible for supporting staff and students in achieving a positive, productive school climate, with the primary focus on providing and supporting social-emotional awareness and instruction through evidence-based trauma-informed responses and practices. The Student Success Coach supports district staff through professional development, modeling instructional practices and collaboratively creating systems that prioritize all students’ access to high quality academic and social emotional instruction. The Student Success Coach provides direct support to students so that they can navigate adversity with strategies to become productive community members.
The goal of the Student Success Coach is to be a resource and to provide and maintain prevention and intervention strategies and practices, within the district’s behavioral health and wellness system. The Teacher on Special Assignment (TOSA) - Student Success Coach does not supervise any staff and reports to the building principal, Director of Special programs or designee.
ESSENTIAL RESPONSIBILITIES
Cultivate and model a respectful working and learning environment
Assist staff and students in developing student behavioral expectations
Foster a culture of learning, cultural responsiveness and high expectations for every student and every adult
Serve as a resource to district staff on best practices in classroom social emotional learning (SEL) and student interventions
Support district Multi-Tiered Systems of Support (MTSS) work and sit on school and district-wide MTSS teams, as needed
Demonstrate an understanding of how the work of the Student Success Coach fits within the context of the district’s Behavioral Health and Wellness vision, mission and guiding principles
Complete and maintain Safety Care training and certification
Develop and maintain positive interpersonal relationships
Communicate with administrators, parents, counselors, students, and district staff
Provide and Maintain data on student and program outcomes
Seek out appropriate best practices and emerging research in the field of Social Emotional Learning
Participate in planning, preparation and provision of district and building-level professional development
Provide leadership in areas of MTSS and SEL
Complete Sound Discipline training, as needed
Complete and maintain Sound Discipline partner training and certification, as needed
OTHER RESPONSIBILITIES
Maintains consistent and predictable attendance to meet the requirements of the position.
Participates in various meetings for the purpose of receiving information or sharing information and expertise with students, colleagues and parents/guardians.
Confers regularly with immediate supervisor
Performs other duties as assigned.
MINIMUM QUALIFICATIONS
Education and Experience Required
Bachelor’s degree or higher in education or other acceptable educational training. Behavior support, counseling support, and social work experience will be considered
Experience with and expertise in evidence-based SEL practices, including but not limited to Sound Discipline, Collaborative Problem Solving (CPS), PBIS, CASEL core SEL competencies, etc.
Skills
Maintain integrity of confidential information relating to students, staff or district patrons
Skillfully manage individual, group and organizational interactions
Knowledge
Knowledge of behavioral health and wellness best practices, including PBIS, Collaborative Problem Solving, CASEL core SEL competencies, PAX, restorative justice, etc.
Abilities
Ability to work collaboratively and establish and maintain effective working relationships with co-workers
Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures or backgrounds in English, Spanish or other languages related to the job
Skillfully manages individual, group and organizational interactions
Demonstrate command of oral and written English language
Demonstrate professionalism and appropriate judgment in behavior, speech and dress in a neat, clean and appropriate professional manner for the assignment and work setting
Licenses, Certifications, Bonding, and/or Testing Required
Holds or ability to obtain a license from Teacher Standards and Practices Commission in the State of Oregon
WORKING CONDITIONS:
The TOSA works primarily within the school building. Although the primary work is indoors, the TOSA frequently works outdoors supervising students, in variable weather conditions including inclement weather. Some teachers have assignments that are routinely outside, such as a Physical Education or Agriculture Teacher. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments.
The position involves high level of interaction with students and families from multiple and diverse backgrounds many who have particular or unique needs. The mental demands on the TOSA are considerable. The incumbent must maintain control under stress, and must manage him/herself in the presence of emotionally challenging interactions with staff, students, and parents.
Planning and assessing and communicating with student and families includes frequent, prolonged, and irregular hours including evening and weekend time.
Work Year: 11-month.
Employee Group: BHEA
FLSA Status: Exempt
Date Revised: June 1, 2015
The Brookings-Harbor School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Brookings-Harbor School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment.
