2026-27 SCHOOL YEAR
POSITION:Categorically Funded Teacher on Special Assignment (TOSA), Instructional Support, 1.0 FTE*
*Position(s) are funded with categorical funds. A decrease or loss of categorical funds will result in elimination of the position and reassignment.
ASSIGNMENT: Student & Community Outreach Coordinator
SCHEDULE: 7 hours/day (8:30 a.m.-4:00 p.m.); Monday-Friday; School Year + additional days (reference Appendix B-1)
LOCATION: Teaching & Learning
ANTICIPATED LOCATION FOR 26-27 SY: Sunset Elementary; 12824 W 12th, Airway Heights, WA 99001
SUPERVISOR: Building Principal(s); Department Director(s)
POSITION TYPE: Certificated, Continuing*
*Position(s) are funded with categorical funds. A decrease or loss of categorical funds will result in elimination of the position and reassignment.
COMPENSATION: $59,028-$115,278 depending on prior school district experience; Pay is annualized over 12 months (if hired after start of school year, spread over remaining months of fiscal year (Sept-Aug))
OTHER COMPENSATI View positions listed in CEA Appendices for details around additional days, etc.
• Professional Development and Supply Allocation Funds:
The District will provide annually $700 per FTE employee for reimbursement of 1) Classes, conferences and/or workshops; 2) Purchase of work related materials (no gift cards may be purchased with these funds for any reason); 3) Certification Support
• New Certified Staff Funds:
The District will provide a one-time $400 per FTE reimbursement to new employees with one year or less previous teaching experience (includes substitute time) to support initial classroom setup and supply needs. Does not apply to partial year leave replacement contracts.
BENEFITS: Paid leave; If utilizing flexible hours/schedule, position hours must generate at least 630 work hours in the current school year for the following to apply: Medical, dental, vision, and basic life and AD&D insurance; retirement plan; deferred compensation (DRS and TSA)
QUALIFICATIONS: Valid Washington State Teacher Certificate; Washington State ESA School Counselor Certificate; or Washington State ESA School Social Worker Certificate Valid Washington State Driver's License and personal transportation; WSP/FBI criminal history background clearance
*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 DESCRIPTION The Teacher on Special Assignment (TOSA) provides leadership, coordination, consultation, and direct support to improve student outcomes through collaboration with students, families, staff, and community partners. This position works to strengthen systems of support, remove barriers to learning, and promote equitable access to academic, behavioral, social-emotional, and community resources. The TOSA serves as a collaborative problem-solver, coach, and advocate while supporting district initiatives and fostering positive learning environments for all students.
GENERAL RESPONSIBILITIES The Teacher on Special Assignment (TOSA) works collaboratively with students, families, staff, administrators, and community partners, to collaboratively design, implement, and monitor systems of support that promote student success, equitable access, and positive learning environments. This position serves as a resource, facilitator, and problem-solver while supporting continuous improvement, data-informed decision making, and effective implementation of district initiatives.
ESSENTIAL FUNCTIONS An employee hired for this assignment may perform all or some of the responsibilities defined below:
- Actively engage in district and building Professional Learning Communities (PLCs).
- Collaborate with principals to optimize the use of building resources, materials, and equipment.
- Coordinate activities to support positive student attendance
- Coordinate referrals to community services and resources with families and service providers
- Provide family engagement services between the school and community
- Demonstrate an understanding of student & family advocacy
- Engage in student-centered decision making
- Conduct individual student academic planning and goal setting
- Provide professional assistance and support to a single student and/or small group of students during times of transition, heightened stress, critical change, or other situations impeding student success
- Assist in developing positive support plans and behavioral intervention plans
- Collaborate with others in developing social, academic, and/or functional interventions and supports for students
- Recognize and respond to student mental health needs and assist students and families seeking resources
- Provide referrals for long-term support and to appropriate social service agencies based on student needs
- Collaborate with and share strategies to support student success and achievement with families, teachers, other educators, and community organizations
- Advocate for students in student-focused meetings
- Analyze data to identify student needs and challenges
- Advocate to improve equity and access, achievement and opportunities for all students
- Provide services to schools and families that enhance the competence and well-being of students, including the promotion of effective and safe learning environments, prevention and remediation of academic and behavioral problems, response to crises, and improvement of family/school collaboration
- Communicate student progress to students and families
- Demonstrate preparation and skill in working and building relationships with students from diverse cultural and economic backgrounds
- Support K-12 In-School Intervention systems to improve behavior and relationships.
- Demonstrate knowledge and application of current technology with a multimedia approach to instruction, administrative functions, data analysis, and student learning
- Exhibit strong time management and organizational skills
- Maintain required student and program documentation
- Demonstrate strong communication and interpersonal skills
- Collaborate with other counselors, administrators, staff, and district committees
- Actively participate in building and department meetings, staff meetings, and training
- Adhere to district policies and expectations
- Maintain highest degree of confidentiality, per FERPA guidelines
- Actively participate in department meetings, staff meetings, and trainings
- Solution focused and growth mindset toward students and families
- Perform other duties and responsibilities as assigned
KNOWLEDGE, SKILLS AND ABILITIESKnowledge 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; may experience shifts in work schedule and/or work site according to student/district needs; 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% sitting, 30% walking, and 20% standing
- May be exposed to visual display terminal for prolonged periods
- 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; Washington State ESA School Counselor Certificate; or Washington State ESA School Social Worker Certificate
- Must have and maintain a valid Washington State Driver License
- Experience in community organization leadership
- Experience in working with underserved communities
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; Washington State ESA School Counselor Certificate;Washington or State ESA School Social Worker Certificate
- Must complete school safety training prior to deadline indicated within system and annually thereafter
- Attend designated trainings as specified by department director(s) and/or supervisor in order to maintain knowledge/skills
- Submit current/renewed certificates/licenses to Human Resources upon attaining
TOSA EVIDENCE (APPLICATION ATTACHMENT) Please write an essay response to the following question:
- Regular attendance and meaningful family engagement are essential to student success. Please describe how you would approach the role of a TOSA focused on improving student attendance and strengthening partnerships with families. Include examples from your experience that demonstrate your ability to build relationships, coordinate systems of support, and help create meaningful, sustainable change.
HISTORY Job description updated: August 2026
LOCATION: Sunset Elementary
REPORTING RELATIONSHIPS: Position is supervised and evaluated by the building principal(s) with input from the Director of Safety & Well-Being
COMPENSATION: Placement on the CEA Salary Schedule based on education and experience
REPRESENTATION: Cheney Education Association (CEA) a local chapter of Washington Education Association
