Special Education Teacher on Special Assignment – Wheatley School

Special Education Teacher on Special Assignment - Wheatley School

Department: Student Services

Program: Wheatley School

Reports to: Senior Program Administrator for Special Education

Classification/Range: Licensed

Schedule: 200 Days per Year

POSITION PURPOSE

The Special Education Teacher on Special Assignment (TOSA) at Wheatley School provides instructional leadership, coaching, technical assistance, and program support to strengthen educational services for students with significant disabilities. Wheatley School serves students ages K-21 who require intensive educational, behavioral, communication, adaptive, and transition programming.

The TOSA supports staff in implementing evidence-based instructional practices aligned with Oregon''s Alternate Achievement Standards while ensuring compliance with IDEA, Oregon Department of Education (ODE) requirements, and MESD procedures. The position promotes high-quality programming in the areas of academics, functional communication, social-emotional learning, adaptive skills, behavior support, community-based instruction, vocational training, and transition services.

The TOSA serves as a collaborative, non-evaluative coach and resource to licensed and classified staff, supporting continuous improvement in instructional practice and student outcomes.

NATURE & SCOPE

The Wheatley TOSA works across classrooms and programs to provide instructional coaching, professional development, compliance support, and program development. The position collaborates closely with administrators, teachers, related service providers, families, and community partners to ensure students receive meaningful, individualized educational experiences in the least restrictive environment.

This position does not carry administrative authority and serves in a non-evaluative support role.

ESSENTIAL JOB FUNCTIONS

Instructional Leadership & Coaching

• Provide coaching and consultation to licensed and classified staff regarding evidence-based instructional practices for students with significant disabilities.
• Support implementation of individualized, standards-aligned instruction in academics, communication, adaptive behavior, social-emotional learning, and functional life skills.
• Model effective instructional practices and provide job-embedded coaching and feedback.
• Assist staff in developing and implementing individualized instructional plans aligned with IEP goals.
• Support use of student performance data, progress monitoring, and data-based decision-making to improve instructional outcomes.
• Assist teams in utilizing augmentative and alternative communication (AAC) systems and communication supports.
• Support classroom teams in developing predictable, structured learning environments that promote student success and engagement.

Program Support

• Support implementation of Wheatley''s specialized programming for students with significant developmental and behavioral needs.
• Assist staff in developing functional life skills, vocational, independent living, and transition-focused instruction.
• Collaborate with teams to design and implement community-based instruction and work-based learning opportunities.
• Support implementation of positive behavior supports and program-adopted crisis prevention/intervention strategies.
• Assist in evaluating student readiness for less restrictive educational settings through data collection and team collaboration.
• Serve as a resource regarding curriculum adaptation, differentiation, instructional technology, and specialized supports.

Compliance & IEP Support

• Provide guidance regarding IDEA, Oregon Administrative Rules, ODE requirements, and MESD procedures.
• Support staff in developing, reviewing, and revising legally compliant Individualized Education Programs (IEPs).
• Assist with development of behavior support plans, transition plans, and related documentation.
• Attend eligibility, placement, manifestation determination, and IEP meetings as needed.
• Conduct periodic reviews of IEPs, student records, and documentation to support compliance and quality assurance.
• Assist teams in maintaining timelines, documentation requirements, and procedural safeguards.
• Support school and district efforts related to monitoring, compliance reviews, and corrective actions.

Professional Development

• Design and facilitate professional learning opportunities related to:
• Special education compliance
• Evidence-based instructional practices
• Social-emotional learning
• AAC implementation
• Functional life skills instruction
• Behavior support systems
• Transition services
• Data collection and progress monitoring
• Support onboarding, mentoring, and ongoing development of new special education staff.
• Facilitate collaborative problem-solving and professional learning communities.

Collaboration & Communication

• Partner with school administrators to support instructional excellence and program effectiveness.
• Collaborate with multidisciplinary teams including speech-language pathologists, occupational therapists, physical therapists, school psychologists, behavior specialists, nurses, and other related service providers.
• Communicate effectively with families regarding instructional programming and student supports.
• Facilitate meetings, planning sessions, and collaborative team processes.
• Serve as a resource for staff regarding program implementation and student needs.

Equity & Inclusion

• Demonstrate a commitment to MESD''s Equity Initiative by supporting equitable access, inclusive practices, and culturally responsive instruction.
• Participate in professional learning related to diversity, equity, inclusion, and belonging.
• Promote educational practices that support the success of students from diverse racial, cultural, linguistic, and socioeconomic backgrounds.

Other Duties

• Maintain required records, reports, schedules, and documentation.
• Utilize digital systems and data tools to support program implementation and compliance.
• Adhere to Wheatley School, MESD, and district policies and procedures.
• Perform other duties as assigned.

ESSENTIAL QUALITIES

Equity Support inclusive practices and equitable educational opportunities for all students.

Vision Maintain a student-centered focus while promoting continuous improvement and high expectations.

Trust Develop positive relationships through honesty, professionalism, reliability, and fairness.

Communication Communicate effectively, respectfully, and collaboratively with diverse stakeholders.

Personal Qualities Demonstrate flexibility, humility, resilience, courage, and a commitment to service.

Agency-Wide Perspective Support continuous improvement across Wheatley School and MESD programs.

Attendance Maintain consistent and reliable attendance to ensure continuity of services and support.

MINIMUM QUALIFICATIONS

• Valid Oregon TSPC Teaching License with Special Education Endorsement.
• Minimum five (5) years of experience in special education settings.
• Demonstrated experience developing and implementing legally compliant IEPs.
• Knowledge of IDEA, Oregon special education regulations, and compliance requirements.
• Expertise in instructional strategies for students with significant disabilities.
• Experience utilizing data to guide instructional decisions and monitor student progress.
• Ability to provide coaching, consultation, and professional support to adult learners.
• Strong collaboration, facilitation, and communication skills.
• Current First Aid and CPR certification or ability to obtain.
• Valid Oregon driver''s license and reliable transportation.

PREFERRED QUALIFICATIONS

• Experience working with students with significant developmental disabilities and intensive behavioral support needs.
• Experience in Functional Life Skills (FLS) and Transition Age Youth programming.
• Experience with augmentative and alternative communication (AAC) systems.
• Knowledge of community-based instruction, vocational programming, and transition services.
• Experience supporting crisis prevention/intervention systems.
• Experience coaching adults and facilitating professional development.
• Experience working across multiple classrooms or programs.
• Bilingual or multilingual skills, including American Sign Language.

WORKING CONDITIONS

Work is performed in classroom, school, office, and community-based environments. The position requires frequent movement throughout instructional settings and may involve supporting staff in environments serving students with significant behavioral, communication, and adaptive support needs. Travel between sites may be required.

PHYSICAL DEMANDS

• Ability to sit, stand, walk, bend, kneel, and move for extended periods.
• Ability to lift, carry, push, and pull up to 50 pounds.
• Ability to communicate effectively with students, staff, families, and community partners.
• Ability to use standard technology and instructional equipment.
• Ability to maintain professionalism and sound judgment in dynamic and high-stress environments.