DAVID DOUGLAS SCHOOL DISTRICT #40

JOB DESCRIPTION

Licensed - Teacher on Special Assignment (TOSA)

 

Licensed Opening for the 2025-2026 School Year

 

1 position available

 

Internal Candidates - Position closes at 4:00pm, Wednesday, June 11, 2025

 

External Candidates - Open until filled

 

Position start date - July 1, 2025

 

 

JOB TITLE:  TOSA – Program LEAP Coach/Positive Behavior Support Specialist

 

Reports To:  Director Early Intervention/Early Childhood Special Education

 

Job Purpose Statement/s: 

Coordinate and support services for children receiving Early Intervention/Early Childhood Special Education (EI/ECSE) by coaching and mentoring LEAP classroom coaches and consulting with families and early childhood care and education providers. Provide leadership in the implementation of evidence-based practices to address social, emotional, and behavioral needs, ensuring high-quality environments that support growth across all five developmental domains. Support LEAP coaches in implementing LEAP Model strategies with fidelity. Promote the use of the Early Childhood Pyramid Model (ECPBS) at Tier 1, Tier 2, and Tier 3 levels. Oversee and provide coaching on the implementation of the Prevent, Teach, Reinforce – Early Childhood Model (PTR-EC), offering recommendations for modifications and adaptations that promote success in inclusive early childhood settings and support school readiness.

 

Essential Job Functions:

 

• Provide mentorship and practice-based coaching to LEAP classroom coaches, with a focus on supporting implementation of the LEAP Model, evidence-based practices, and social-emotional and behavioral strategies in inclusive early childhood settings.
• Guide LEAP coaches in supporting early childhood care and education providers through the Early Childhood Pyramid Model framework (Tier 1, 2, and 3), with a focus on coaching fidelity and effectiveness.
• Support LEAP coaches in their facilitation of the Prevent, Teach, Reinforce – Early Childhood Model (PTR-EC) to ensure high-quality individualized positive behavior supports are consistently implemented.
• Model coaching strategies for LEAP coaches and provide ongoing professional development and feedback to strengthen their skills in reflective supervision, adult learning, and systems-level thinking.
• Collaborate with LEAP coaches and early childhood teams to ensure development, implementation, and progress monitoring of IFSPs for children demonstrating social-emotional and behavioral needs.
• Support LEAP coaches in using data-based decision making, including the development of data systems, collection and analysis of behavioral data, and ongoing evaluation of behavior support plans.
• Facilitate communities of practice and/or professional learning communities for LEAP coaches to promote collaboration, reflection, and continuous improvement.
• Serve as a liaison between LEAP coaches, program leadership, and state-level initiatives such as the Oregon PBS Network, ensuring alignment of coaching practices with program goals and state expectations.
• Provide training and guidance to LEAP coaches on coaching fidelity tools and documentation processes to ensure high-quality coaching practices and accountability.
• Assist in the development of systems to support coaches in monitoring educational progress, maintaining records, and submitting required documentation in alignment with Oregon Administrative Rules.
• Conduct or co-facilitate in-service trainings and reflective coaching sessions for LEAP coaches, and support them in building capacity among families, caregivers, and early childhood staff.
• Support coaches in applying the program’s crisis prevention intervention strategies and ensure they are equipped to train and model de-escalation techniques to staff they support.
• Collaborate with LEAP coaches to promote integrated curriculum approaches and inclusive practices in early childhood environments.
• Maintain regular attendance and participate in all required staff meetings, advisory groups, and leadership team meetings to support system-wide implementation of the LEAP model and Pyramid Model frameworks.                 

Other Job Functions: (LEAP Coach – Coaching Coaches):

• Participate in ongoing professional development related to practice-based coaching, adult learning, inclusion, positive behavior support, and implementation science as requested or approved by the supervisor.
• Support continuous improvement of coaching systems and tools by collaborating with program leadership and contributing to strategic planning and evaluation efforts.
• Stay current on state and national guidance related to the LEAP Model, Pyramid Model, and other evidence-based practices, and disseminate this knowledge to LEAP coaches and program staff.
• Adhere to all district, department, and program policies and procedures, including those related to data privacy, professional conduct, and coaching documentation.
• Perform other related duties as assigned by the supervisor to support high-fidelity implementation of the LEAP model and positive behavior support across early childhood settings. 

Job Requirements – Qualifications (LEAP Coach – Coaching Coaches):

• Minimum of three years of experience working with children eligible for Early Intervention/Early Childhood Special Education (EI/ECSE), including children with social-emotional and behavioral needs.
• Recent experience in preschool settings implementing evidence-based inclusive practices (e.g., LEAP, Pyramid Model, PTR-EC).
• Demonstrated expertise in coaching adults, including experience with practice-based coaching, reflective supervision, and supporting early childhood educators or specialists.
• Proven ability to support adult learners in developing and sustaining evidence-based practices in classroom and community settings.
• Experience with data collection, analysis, and using data to guide coaching and instructional decision-making.
• Knowledge of transdisciplinary team practices, IFSP development, and service coordination in inclusive settings.
• Strong interpersonal, organizational, and communication skills, with the ability to foster collaborative relationships and support systems-level change. 

Skills, Knowledge and/or Abilities Required (LEAP Coach – Coaching Coaches):

Skills

• Demonstrated expertise in coaching adults using practice-based coaching and reflective supervision models.
• Extensive training and experience in behavioral assessment and intervention, including implementation and coaching of Positive Behavior Support (PBS) strategies at universal, targeted, and individualized levels.
• Strong facilitation and leadership skills to guide LEAP coaches in applying the LEAP model, peer-mediated strategies, and evidence-based practices in inclusive early childhood settings.
• Skilled in supporting the development, implementation, and evaluation of individualized behavior support plans across home and classroom environments.

Knowledge

• Deep knowledge of the LEAP model and strategies, and demonstrated ability to support fidelity of implementation in classroom and systems-level contexts.
• Knowledge and practical application of Quality Program Indicators (QPI), and ability to coach others to align practices with QPI standards.
• Understanding of research-based approaches to Positive Behavior Support (PBS), including familiarity with the Oregon Statewide PBS Network and current state initiatives.
• Familiarity with IDEA Part C and Part B Section 619, including rules and regulations related to EI/ECSE eligibility, IFSP development, and service provision.

Abilities

• Ability to support adult learners through differentiated coaching strategies that build capacity and independence.
• Ability to objectively evaluate and support coaches in documenting student progress, analyzing data, and using data for instructional decision-making.
• Strong interpersonal skills and the ability to build collaborative relationships with LEAP coaches, early childhood providers, families, and multidisciplinary team members.
• Ability to manage multiple priorities, maintain confidentiality, and adapt coaching support based on program needs and outcomes.

Working Conditions:

Work is performed in a variety of settings, including office spaces, early childhood classrooms, and community locations. The position may involve occasional direct interaction with students and families in support of coaching activities. Responsibilities include sitting, standing, walking, lifting up to 60 pounds, and regular use of computers and other office equipment. Requires frequent travel between sites using a personal vehicle.

 

Education, Licenses, Bonding and/or Testing Required: 

• Education Required:  Master’s degree in Special Education or a related field.
• Current Oregon Teaching License with authorization level PK–12.
• Dual endorsement in Elementary: Multiple Subjects and one of the following:
• Special Education: Early Intervention,
• Special Education: Generalist, or
• Special Education: Communication Disorders.
• Criminal justice fingerprint clearance.
• Valid driver’s license, reliable transportation, and evidence of insurability.
• First Aid and CPR certification.

 Preferred Qualifications:

• Multi-cultural competence and experience working with diverse populations.
• Bilingual skills.
• ESOL endorsement.
• Experience implementing LEAP and QPI frameworks.
• Experience in systems-level coaching or adult professional development.

 

Terms of Employment:

• Salary and work year are determined by the current licensed contract and district calendar.

 

Evaluation:  

• Performance of this job will be evaluated in accordance with provisions of the Board's Policy on Evaluation of Licensed Staff Personnel.

David Douglas School District Drug Testing and Criminal Background Check

Per district policy all offers of employment shall be contingent upon the successful passing of a district required drug test and criminal background check.  David Douglas School District’s Human Resources will designate where and when the testing will be conducted.  The offer of employment will be withdrawn from candidates who test positive for drugs.

 

Equal Opportunity Statement:

The David Douglas School District welcomes applications from candidates that expand the District's diversity.

 

David Douglas School District is An Equal Opportunity Employer