TOSA, Special Education Coordinator

1.0 FTE/8 hours per day

190 day calendar (additional hours/days related to stipend attached to this position are expected)

Reports to: Director of Student Services

Start Date: August 24, 2026

• Sherwood School District pays the 6% employee PERS contribution, upon eligibility. 

GENERAL DESCRIPTION OF THE POSITION:  

A Student Services Special Education Teacher on Special Assignment (TOSA) is an individual who has a strong background and expertise in Special Education services and process as well as demonstrated experience as a teacher leader. The Special Education TOSA is a member of the District Student Services Team and has the responsibility of working with the district level Student Services Team, Building Principals and faculty/staff to implement district plans and best practices in special education. The Special Education TOSA focuses on enhancing principals’ and teachers’ ability to provide culturally responsive instruction that addresses standards, and specific staff and students’ needs.

LEADERSHIP QUALITIES:

• Ability and commitment to build strong relationships at the district office, in the schools, and with community partners and stakeholders. 
• A willingness to serve and do what is necessary to support success at the school level.
• Committed to the pursuit of excellence: demonstrates a willingness to speak honestly, and listen openly.
• Committed to providing innovation and leadership.
• Personal and professional honesty and integrity with strong ethical and moral standards.
• Capacity to work and collaborate with others.
• Visible in the schools and active in the Sherwood community.
• Innovative and creative problem-solving abilities, engaging others in decision-making, and willing to assume responsibility for decisions.
• A strong work ethic.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Serve as a member of the Student Services Team, reporting to the Director of Student Services.
• Provide leadership and mentorship to Learning Specialists, Speech Pathologists, School Psychologists, and other members of school level Special Education teams.
• Provide support and partnership to parents of students with disabilities.
• Provide professional development to certified, classified, and administrative staff on Special Education best practices including process, paperwork, and instructional delivery, as well as other topics as necessary.
• Provide leadership, along with District Administrators, to promote culturally relevant practices across all schools and the District Office.
• Effectively work with and respond to people from diverse cultures or backgrounds.
• Provide leadership and professional development that develops capacity of all instructional staff. 
• Support the District and schools in developing and maintaining a Multi-Tiered System of Support (MTSS).
• Serve the district to help design and support tiered intervention strategies and professional learning in academics, behavior and social emotional supports to ensure student and teacher success.
• Help to facilitate building and district Professional Learning Communities (PLC).
• Work with the District Administrators and the Student Services team, Building Principals, Teachers, and Instructional Assistants to collect, analyze, and interpret data to meet the needs of students.
• Build and maintain a professional network of leaders and experts in the area of curriculum, instruction, assessment, and service delivery.
• Support teachers, classified staff, and administrators in the implementation of District initiatives and programs. 
• Act as a resource, advocate, and support for all school staffs and students.
• Provide ongoing, differentiated coaching and mentoring to staff.
• Participate in activities that are related to school functions and/or the education process that occur outside the regular workday, in accordance with the collective bargaining agreement.
• Perform other duties as assigned.

MINIMUM QUALIFICATIONS:

• Valid Oregon teaching license with appropriate Special Education endorsement
• Minimum of five years experience as a licensed Special Education provider (eg., Special Education Teacher, School Psychologist, or Speech Language Pathologist or a related clinical field)
• Demonstrates a strong knowledge of Special Education law
• Strong personal literacy skills inclusive of oral and written communication
• Deep knowledge of effective instructional and assessment practices
• Ability to maintain confidentiality of schools,staff, and students
• Effective communication, collaboration, and interpersonal skills that carry out a student-centered focus
• Ability to design and deliver quality professional development for Administrators, Special Education Teachers, School Psychologists, Speech Pathologists or similar clinicians  and Instructional Assistants
• Ability to develop relationships with others by listening, understanding, and reserving judgment
• Model the characteristics of a reflective professional who monitors and evaluates one’s own professional activities with the goal of continual growth and development
• Knowledge of best practices relating to assessment
• Ability to support teachers in development of differentiated lessons
• Ability to support teachers in the development of differentiated instruction
• Outstanding presentation and facilitation skills
• Knowledge of special education procedural compliance and documentation requirements

EVALUATION:

Performance of this job will be evaluated annually in accordance with the provisions of the School Board’s policy on evaluation of certified personnel and the SEA Collective Bargaining Agreement.

PHYSICAL REQUIREMENTS:

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.

• The employee is regularly required to talk or hear
• The employee is frequently required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb up and down step stool, bend under the desks, twist from the waist, and stoop, kneel, crouch, or crawl
• The employee must frequently lift and/or move up to 30 pounds
• Specific vision abilities required by this job including close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus
• This position entails sitting/standing at a computer terminal and workstation 6 - 8 hours a day 

WORKING CONDITIONS:

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.

• This position is primarily performed indoors in school buildings, although some outdoor instruction and supervision may be required.
• This position involves working in close proximity to groups of students and adults.
• Evening and/or extended work hours may be required.

The District complies with the Americans with Disabilities Act by providing reasonable accommodations, as necessary, to allow disabled applicants and employees to perform the essential functions of this job.

AN EQUAL OPPORTUNITY EMPLOYER

Sherwood School District is an Equal Opportunity Employer and does not discriminate on the basis of race, ethnicity, color, religion, gender identity, national origin, disability, parental or marital status, age, or genetic information. Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990 (ADA) and the ADA Amendments Act of 2008 (ADAAA). Disabled persons may contact Human Resources at (503) 825-5000 for additional information or assistance.  Speech/Hearing impaired persons may contact the District for assistance through the Oregon Relay at (800) 735-2900.