TOSA - Instructional Coach @ FWE

TOSA
- Instructional Coach @ FWE #1705

Monroe School District Frank Wagner Elementary
- Monroe, Washington (Open in Google Maps)

This job is also posted in Monroe School District 103

Job : 5833268

Final date to receive applications: Posted until filled

Posted: Jul 14, 2026 7:00 AM (UTC)

Starting Date: Sep 1, 2026

Location: Frank Wagner Elementary

Anticipated start date: 9/1/2026

Days per year: 185

FTE: 1.0

Shift time: 8:25 am - 3:55 pm

Position Info: Current District Employees must apply within 5 days of the position posting date or the position will remain open until filled. Initial screening of applications will begin on July 21. Salary listed is 2025-26 amounts; 2026-27 pending board approval.

Benefit Info: Benefits offered:
Medical, Dental, Vision, Prescription (SEBB);
Long-Term Disability Insurance;
Accidental Death and Dismemberment Insurance and Life Insurance;
Retirement;
Sick, personal, bereavement leave;
Health Reimbursement Arrangement (VEBA);
Employee Assistance Program;
Stipends based on position per CBA;
Enrichment Stipend- $1,968- $4,062. Optional Benefits:
Additional life and accidental death and dismemberment insurance;
Deferred compensation;
Annuities (403(b), Roth);
Medical flexible spending arrangement;
Limited purpose flexible spending arrangement;
Dependent care assistance program.

Job Description:
CLASSIFICATION: MEA

TITLE: Instructional Coach (TOSA)

REPORTS TO: Assistant Superintendent of Learning and Teaching or their designee

POSITION SUMMARY: The Instructional Teacher on Special Assignment (TOSA) serves as an integral member of the instructional leadership team, supporting the implementation of district-wide curricular and instructional initiatives. The TOSA provides job-embedded professional development, models effective instructional practices, facilitates data-driven instruction, and collaborates with educators and administrators to promote continuous improvement in teaching and learning. This position is non-evaluative and is designed to build teacher capacity, enhance instructional quality, and positively impact student achievement.

Education and Experience

• Valid state teaching certificate
• Master’s degree in education, curriculum and instruction, or a related field preferred
• Minimum of five (5) years of successful classroom teaching experience
• Prior experience in teacher leadership roles or instructional coaching preferred

Special Requirements

• Successful Washington State Patrol and Federal Bureau of Investigation fingerprint clearance
• I-9 employment eligibility in compliance with the Immigration Reform and Control Act
• HIV/HBV training (obtain within 60 days of hire date – District provided)
• Human Resources new hire training (obtain within 60 days of hire date – District provided)

Knowledge, Skills, and Abilities

• In-depth knowledge of current instructional best practices, assessment strategies, and professional learning standards.
• Deep understanding of instructional strategies, curriculum frameworks, and formative assessment.
• Knowledge of adult learning principles and effective coaching strategies.
• Strong leadership, communication, and collaboration skills.
• Ability to build trust and maintain confidentiality in coaching relationships.
• Proficiency in instructional technology and digital tools to support teaching and learning
• Commitment to educational equity and culturally responsive teaching practices.

The list of position responsibilities is not exhaustive and may be supplemented as necessary. Depending upon individual assignment, the employee may perform all or a combination of the following duties:

• Provide school-level onsite support to teachers or teams around the following:
  • Curriculum and instructional material implementation
  • The PLC process (identification of essentials, unwrapping, assessments, proficiency levels, etc.)
  • Effective instructional or classroom management strategies
  • New teacher onboarding
  • Instructional coaching cycles
  • Academic, social-emotional, and behavioral expectations and interventions
  • Establishing multi-tiered systems of support
  • Assessment practices and use of data to drive decision-making
• Provide…