Temporary TOSA / Instructional Coach and Reporting Specialist (Part to Full Time)

Reports To: Program Director

Wage: $54,711.00 - 94,857.00**The salary reflected is based on the current salary schedule. Compensation is subject to change upon ratification and implementation of the 2026-29 Collective Bargaining Agreement. Any negotiated salary adjustments, including retroactive adjustments if applicable, will be applied in accordance with the terms of the ratified agreement. The Instructional Coach provides job-embedded professional learning, mentoring, coaching, and/or technical assistance to educators and instructional teams in support of improved teaching practice and student outcomes. This position works collaboratively with districts, schools, and early learning partners to strengthen instructional systems, align practice to evidence-based frameworks, and support through data-informed reflection and goal setting. The Instructional Coach operates as a capacity-builder rather than an evaluator, supporting educators through mentoring, modeling, observation, feedback, facilitation, and/or collaborative problem-solving. Services may focus on curriculum implementation, instructional strategies, formative assessment, culturally responsive practices, early literacy and numeracy, MTSS, inclusionary practices, or other priority initiatives identified by the school, district and/or ESD.This role functions within a regional service delivery model, requiring flexibility, strong relationship-building skills, and the ability to adapt coaching supports across diverse educational contexts while honoring district priorities, educator voice, and varying levels of instructional readiness. Essential duties of this position include the following. Employees in this position perform some or all of the following tasks. Other related duties may be assigned. Provide job-embedded instructional coaching to teachers, instructional staff, and leadership teams using research-based coaching models. Collaborate with educators to analyze instructional practice, student data, and classroom outcomes to inform instructional decision-making. Model effective instructional strategies, facilitate co-planning, and support implementation of curriculum and instructional frameworks. Design and deliver professional learning sessions, workshops, and learning communities aligned to building, district, regional and ESD priorities. Support implementation of evidence-based instructional initiatives, including alignment to standards, instructional coherence, and fidelity of implementation. Provide induction and support for novice and early-career educators. Facilitate collaborative inquiry processes, including lesson study, instructional rounds, or data-informed cycles of improvement. Work in partnership with district and school leadership to support systemic instructional improvement rather than individual remediation. Provide differentiated coaching support across early learning, elementary, secondary, and adult learning contexts, as assigned. Maintain accurate documentation of coaching activities, professional learning services, and deliverables in accordance with ESD expectations. Participate in regional planning, cross-district collaboration, and networked improvement efforts. Maintain professional growth through ongoing learning aligned to adult learning theory, instructional coaching, and content expertise. Demonstrates strong professional conduct and confidentiality. Reports safety, sanitary and fire hazards immediately to the supervisor. Interacts thoughtfully and courteously with students, staff, administrators, and parents and resolves conflict in a professional manner. Communicates clearly with coworkers and other staff. Dress appropriately for the position. Refer to Staff Dress Code in the Employee Handbook. Provide professional and responsive support to students, staff and families. Appropriately maintains and secures confidential records and inquiries. Represent the ESD and school positively and professionally in all interactions. Maintains appropriate certifications and training hours as required. Attends work daily as assigned and is punctual. Adheres to the daily schedule as assigned by the supervisor. Marginal duties of this position include the following. Employees in this position perform some or all of the following tasks. Other related duties may be assigned. Provide informal mentoring or peer support to educators or colleagues outside of assigned coaching responsibilities Assist with planning or logistics for professional learning events, institutes, or convenings Support pilot initiatives or short-term projects related to instructional tools, curricula, or instructional frameworks Contribute input to grant development, reporting, or evaluation activities when requested Participate in community outreach or stakeholder engagement activities on an occasional basis Assist with resource curation, organization, or dissemination of instructional materials Attend optional professional learning communities (PLCs) or cross-departmental collaboration meetings Provide limited coverage or support during staff absences when feasible Support data collection or feedback processes not directly tied to assigned coaching cycles Perform other related duties as assigned that are consistent with role scope, training, and workload capacity

Qualifications: To perform this position successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skills, and abilities required. An equivalent combination of experience, training, certification, education, or degree may be considered in lieu of stated requirements. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and Licensure Bachelor's degree in Education or a related field required Master's degree in Education, Curriculum & Instruction, Educational Leadership, or a related field preferred Current Oregon Teaching License, or equivalent professional experience supporting instructional practice (depending on assignment and bargaining structure) Professional Experience Demonstrated experience in effective instructional practice and adult learning Prior experience as an instructional coach, mentor, teacher leader, or professional learning facilitator Experience working within regional service delivery models or networked improvement communities Experience supporting equity-focused instructional practices and culturally responsive teaching Training in coaching models (e.g., cognitive coaching, instructional coaching, improvement science) Knowledge, Skills, and Abilities Strong knowledge of instructional frameworks, curriculum implementation, and data-informed instruction Ability to learn and deliver structured curriculum, intervention strategies, and therapist-designed activities Ability to apply common-sense understanding to carry out written, oral, or diagrammed instructions Ability to analyze problems involving multiple variables in a variety of situations Ability to comprehend, interpret, and explain applicable laws, rules, regulations, policies, and procedures Ability to work effectively in dynamic, fast-paced instructional environments with frequent interruptions Ability to exercise sound judgment and maintain professionalism and confidentiality at all times Communication and Interpersonal Skills Excellent verbal and written communication, facilitation, and relationship-building skills Ability to work collaboratively across districts, schools, and professional roles Ability to communicate effectively with students, teachers, administrators, parents, community members, vendors, law enforcement, and partner agencies Ability to respond to common inquiries or complaints from students, parents, staff, or the public Demonstrated ability to work well with individuals from diverse backgrounds, manage conflict constructively, listen actively, and contribute to a positive team environment Bilingual English/Spanish skills required or preferred, depending on assignment Technical and Computer Skills General knowledge of computer systems and proficiency with standard school software Proficiency in word processing, spreadsheets, email, internet-based applications, and accounting softwareAbility to create graphs and charts using spreadsheet softwareAbility to type accurately and efficiently Mathematical and Reasoning Skills Ability to add, subtract, multiply, and divide using whole numbers, fractions, and decimals Ability to calculate rates, ratios, and percentages Ability to interpret and create bar graphs Ability to handle large amounts of