TOSA - Student Support Facilitator

Job Title

TOSA - Student Support Facilitator

Job Summary:

The Student Support Facilitator assists the building administration in organizing and fostering a positive, safe environment that is conducive to best meeting the needs of all students, staff, and parents. The Student Support Facilitator provides instructional and behavioral coaching for classroom teachers, supports the building principal’s implementation, and provides leadership in school improvement initiatives.

Qualifications:

Professional Educator License (PEL) or eligible for an appropriate license

ESL endorsement preferred

Minimum of five years of effective classroom/school setting experience

PEL Administrative Endorsement preferred, not required

Evaluation:

This job's performance will be evaluated per provisions of the Board’s policy on the Evaluation of Staff.

Reports to:

Building Principal

Terms of Employment:

This is a 9-month position—salary and benefits established by the Board of Education. The position retains the Harvard Education Association membership and is part of the Collective Bargaining Unit.

Compensation and Benefits:

The details of employee compensation and benefits are comprehensively outlined in the Collective Bargaining Agreement (CBA), a document accessible at the following link: https://www.cusd50.org/page/careers. This agreement is a valuable resource for individuals seeking comprehensive information regarding our organization's remuneration and benefits structure.

FLSA Status:

Exempt

Duties and Responsibilities:

• Assists and provides support to students struggling with social-emotional and behavioral concerns through the MTSS framework.
• Communicates with students, parents, and staff in a timely manner regarding student behavior, academic achievement, and attendance.
• Serves on the district and building MTSS team. May act as a liaison with other building coordinators to ensure a systemic approach to implementation.
• Provides leadership in the analysis of school-wide and grade-level student data.
• Supports teachers and serves as a behavioral coach in the areas of MTSS, analysis of student data, and behavior management.
• Supports classroom teachers in creating and nurturing supportive, student-centered classroom communities that promote all learners' personal empowerment, academic growth, and social-emotional well-being.
• Provides professional development in best practices in student engagement and behavior management, with an emphasis on establishing classroom environments that are accessible and provide multiple representations of content for students with diverse abilities.
• Supports the principal with student behavior concerns as needed.
• Assists in the supervision of students at school activities and events.
• Takes the initiative to engage students when students act inappropriately or in inappropriate locations for the time of day.
• Manages student behavior to provide a safe and optimal learning environment.
• Demonstrates the ability to assess and monitor the students’ skills individually.
• Participates in a professional learning community with various stakeholders, including but not limited to instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established classroom objectives supporting the school improvement plan.
• Participates in various meetings and professional development activities to convey and/or gather information required to perform functions.
• Assists with the transition from one grade level to the next.
• Demonstrates the ability to work collaboratively with parents and the community.
• Serve as acting principal in the absence of the building principal and/or assistant principal.
• Completes and successfully passes Growth Through Learning Performance Evaluation modules.
• Evaluates and supervises Certified Staff as well as Educational Support Personnel.
• Performs other duties and responsibilities as determined by the principal or designee or as needs arise

Required Knowledge, Skills, and Abilities:

• Must demonstrate a record of effectiveness in their teaching
• Must have excellent planning and organization skills
• Must have the ability to work collaboratively with others
• Must have strong verbal communication skills
• Must model a desire and willingness to learn continually

Physical Demands:

The physical demands of this position include frequent sitting and standing for extended periods. Repetitive bending at the waist and kneeling, stooping, and crouching to assist students are also required. Regularly walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and occasionally lift and/or move up to 10 pounds.

ADA:

The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessity. Essential and marginal job functions are subject to modification.

This job description is intended to describe minimum qualifications, duties, and responsibilities performed by employees assigned to this position and is not an exhaustive list of all duties and responsibilities. The District reserves the right to amend and change the position responsibilities to meet District needs as necessary.