Categorically Funded TOSA, Instructional Support - Adult Learning Support, Continuing

2025-26 SCHOOL YEAR

• Please note: Per the CEA bargaining agreement, this is a restricted position. Those wishing to transfer must currently hold the same position (i.e., Instructional Support TOSA to Instructional Support TOSA). Employees not currently holding the same position and seeking transfer into the restricted positions must apply and the top four candidates, as determined by the hiring team, will be guaranteed an interview with out-of-district candidates.
  

GENERAL INFORMATION

Cheney Public Schools is a rapidly growing district serving approximately 5,300 students and encompasses the towns of Cheney and Airway Heights, an expansive rural area, and a developing industrial and residential area on the West Plains. The District covers 380 square miles.

Cheney Public Schools is committed to high expectations and continuous progress for students, staff, and administration. The District provides a rich learning environment for all students, and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states, “Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education, careers, and civic engagement.”

Cheney Public Schools Strategic Plan drives the work of the district. There are six priorities: Student Safety, Student Well Being, Learning and Growth, Future Ready Outcomes, Exemplar School District, and Community and Facility Growth. The work of district TOSAs is integral to Learning and Growth, Future Ready Outcomes and Exemplar School District.

GENERAL DESCRIPTION

TOSAs (Teachers on Special Assignment) are district-level teacher leaders that focus their work on system wide levels of support for school improvement. TOSAs support adult learners in learning and engaging at high levels. TOSAs work in collaboration with district and school leadership teams to develop supports and professional learning to assist school growth towards improvement goals. This position involves highly collaborative approaches across all schools, K-12 with an emphasis on teacher leader teams. TOSAs work alongside teachers and leaders for specific projects and points of support, as well as lead district wide projects and support. Their duties include analyzing student learning data, coordinating professional development and learning resource support in alignment with school improvement goals, and working in collaboration across various work teams. TOSAs must plan, organize and implement appropriate plans of support with outcome measures in alignment with school improvement plans and the district strategic plan. TOSA’s work is performed under the supervision of the Director of Teaching and Learning.

ESSENTIAL FUNCTIONS

An employee hired for this assignment may perform all or some of the responsibilities defined below:

• Certified to train others in the following: FCS, Right Response Trainer; Ukeru Trainer.
• Lead trainer for the following: FCS, Right Response Trainer; Ukeru Trainer.
• Lead designer and facilitator for all Para Educator training: instructional and student support priorities within school and district improvement goals focus.
• Lead designer and facilitator for all Classified staff PD.
• Provide instructional support, including consultation, modeling teaching strategies, and assisting in curriculum development for both regular and special education staff.
• Actively engage in district and building Professional Learning Communities (PLCs).
• Collaborate with principals to optimize the use of building resources, materials, and equipment.
• Assist district personnel in documenting due process and maintaining procedural requirements per district policy.
• Train teachers and staff in both formal and informal assessment techniques.
• Monitor program effectiveness and make necessary instructional adjustments.
• Offer professional development to staff and collaborate with the director to onboard new teachers.
• Work with certificated and paraeducator staff to implement evidence-based instructional and intervention practices in literacy, math, and other identified content areas.
• Provide job-embedded coaching and professional development through observation, modeling, co-teaching, and leading study groups.
• Conduct needs assessments, develop professional development, and evaluate its impact on instructional practice and student learning.
• Deepen expertise in multi-tiered instruction and intervention.
• Support Title I and LAP programs, assist with data analysis, and monitor progress toward achievement goals.
• Review and recommend adoption of instructional materials to meet student needs.
• Serve as a consultant by modeling effective practices, providing feedback, and facilitating reflective conversations.
• Apply knowledge of instructional coaching and mentoring in small groups.
• Stay current with best practices in instructional methods and assessment across all content areas.
• Demonstrate strong communication and interpersonal skills.
• Provide leadership, build capacity in others, and facilitate instructional change.
• Support parental involvement by providing resources and strategies for staff to engage families.
• Guide staff in delivering inclusive programs that comply with state and federal regulations.
• Foster a passion for teaching and learning, demonstrating creativity and adaptability.
• Relate positively to students and staff from diverse backgrounds, learning styles, and abilities.
• Demonstrate proficiency in technology for administrative tasks and student learning.
• Leverage educational technology and AI to enhance lesson planning, instruction, and reflection.
• Exhibit strong time management and organizational skills.
• Maintain required student and program documentation.
• Support K-12 In-School Intervention systems to improve behavior and relationships.
• Regularly review K-12 assessments and resources to ensure effective use.
• Collaborate with the T&L team to design and facilitate professional development aligned with district and school improvement goals.
• Design learning experiences based on adult learning competencies.
• Use improvement science methods to support school improvement initiatives.
• Uphold confidentiality and adhere to district policies and expectations.
• Perform other duties as assigned.

Each position in a building and within the district-wide teaching & learning team serves as one unit of the whole team.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of: Knowledge of current trends in education, current general education and instructional support curriculum and activities for elementary and/or secondary students, depending on assignment; OSPI rules and regulations regarding teacher certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices.

Ability to: Work as a team member with administration, classified staff, and fellow teachers; work collaboratively under the Cheney School District Mission Statement; communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and the public.

MENTAL DEMANDS

Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally support with distraught or difficult adults and children.

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:

• Sit, walk, and/or stand for extended periods of time
• Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting
• The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.

REQUIRED QUALIFICATIONS

• Valid Washington State Teacher Certificate
• Must have and maintain a valid Washington State Driver License
• Bilingual or biliterate preferred

CLEARANCES

• WSP/FBI criminal history background clearance

EVALUATION

The employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the building principal, department director, or designee. The process shall include an evaluation of the employee’s performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.

CONTINUING EDUCATION/TRAINING

• Must maintain valid Washington State Teacher Certificate
• Must complete school safety training prior to deadline indicated within system and annually thereafter
• Attend designated trainings as specified by supervisor in order to maintain knowledge/skills
• Submit current/renewed certificates/licenses to Human Resources upon attaining

INSTRUCTIONAL LEADERSHIP EVIDENCE (APPLICATION ATTACHMENT)

Please upload 3-5 examples of student learning growth and improvement that directly correlate to shifts from your instruction and/or instructional leadership. Please upload one document that contains all your evidence.

HISTORY

Job description updated: March 2025

Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.

EQUAL OPPORTUNITY EMPLOYER