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Date Closing: 01/14/2026

• TOSA - Early Learning Behavior & Social Emotional Support Specialist.pdf

Position Title: TOSA - Early Learning Behavior & Social Emotional Support Specialist, 0.4 FTE
Position Details: Temporary, Effective January 7, 2026 - June 4, 2026
Department: Community Education
Immediate Supervisor’s Position Title: Director of Community Education
FLSA Status: Non-Exempt
Salary Range: $44,929 to $102,918 Annually

General Summary of Purpose of Job:
The Early Learning Behavior & Social-Emotional Support Specialist provides targeted Tier 1 instructional support in
PreK classrooms to strengthen behavior skill-building, emotional regulation, and classroom community. This position
exists to build adult capacity, improve consistency of evidence-based practices, and create a clearer system for
identifying, supporting, and monitoring student behavioral needs.
Through co-teaching, coaching, and data-informed collaboration, the specialist supports teachers in implementing
proactive, brain-aligned strategies while helping the district develop a more coherent and responsive early learning
behavior system.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
1. Co-teach in PreK classrooms to demonstrate proactive behavior management and social-emotional learning (SEL) strategies.
2. Provide coaching to teachers on evidence-based practices for behavior and SEL.
3.Assist in developing predictable classroom routines, emotional regulation skills, and community-building practices.
4. Offer feedback and guided reflection aligned with classroom goals and student needs.
5. Design and deliver professional development for early learning staff on behavior skills, SEL, trauma-informed practices, and preventive strategies.
6. Provide follow-up coaching to ensure fidelity of professional development strategies and alignment with district initiatives.
7. Help teachers identify students needing additional behavior interventions and support the design and implementation of individualized interventions.
8. Track intervention effectiveness and adjust supports to meet student needs while ensuring developmental appropriateness.
9. Develop and maintain systems for collecting, tracking, and analyzing behavior data to monitor student progress and identify trends.
10. Facilitate consistent child study processes, including identifying needs, selecting interventions, monitoring outcomes, documenting, and ensuring follow-through.
11. Communicate and collaborate with families and classroom teams to support behavioral and social-emotional goals.
12. Serve as a liaison to align classroom practices with system-level

EDUCATION/EXPERIENCE REQUIREMENTS:
Minimum education and experience required to perform adequately in position could reasonably be attained only by completing the following:
X High school diploma or GED.
X Strong collaboration skills, as well as the ability to work independently with minimal supervision. An understanding of data privacy rules related to student information and a commitment to maintaining confidentiality are essential. Reliable, prompt, and consistent attendance is also required.

PREFERRED EDUCATION/EXPERIENCE REQUIREMENTS:
• Five years of successful teaching experience

LICENSE/CERTIFICATION:
• Valid MN Teaching License

ESSENTIAL KNOWLEDGE, SKILLS AND ABILITIES REQUIRED TO PERFORM THE WORK
Knowledge
• Knowledge of best practices associated with teaching various curricular areas
• Knowledge of special education, ELL, and other special programming
• Knowledge of effective instructional strategies for diverse learners
• Knowledge of student data privacy requirements
Skills
• Effective written and verbal communication skills
• Strong organizational and presentation skills
• Strong skills in differentiated instruction
• Skills in behavior management and classroom management
• Skills in data-driven decision making
• Skills in technology integration
• Demonstrated leadership skills
Abilities
• Ability to work collaboratively and cooperatively with administrators, teachers, staff, and students
• Ability to meet the instructional needs of a diverse group of students
• Ability to promote strong student learning outcomes
• Ability to develop and maintain positive professional relationships
• Ability to analyze, prioritize, and implement plans in a timely and professional manner
• Commitment to professional development and continuous growth
• Demonstrated prompt, regular, and reliable attendance

PHYSICAL REQUIREMENTS:
General Environmental Conditions:
Work is performed under normal classroom conditions and there are minimal environmental risks or disagreeable conditions associated with the work. The typical noise level is considered to be moderate.
General Physical Conditions:
Work can be generally characterized as:
Work is generally characterized as Light to Medium Work, requiring frequent standing, walking, bending, reaching, and kneeling. The position involves occasional lifting, carrying, pushing, or pulling of materials and equipment, and may include lifting children or assisting with mobility, generally up to 30–40 pounds. The role requires active engagement in classroom, play, and care routines throughout the day.

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