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Teacher on Special Assignment

Date Posted: Aug 6, 2020

Job Description

Job Title

Position Title: Teacher Special Assignment (TOSA)                      

Location: Curriculum & Instruction                  

Salary: DFT Salary Schedule

Reports to: Executive Director of K-12 Literacy

Bargaining Unit: DFT

Benefits Eligible: Yes

In accordance with the Agreement between Detroit Federation of Teachers and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.

Position Summary:

The Teacher on Special Assignment (TOSA) will support local K-8 or 9-12 classroom teachers in developing and implementing research-based instructional practices, implementing highly aligned instructional materials, and deeply understanding the Science of Reading in literacy.

Minimum Qualifications

  • Possession of a valid Michigan teaching certificate
  • Bachelor's degree with advanced coursework in literacy, or related field
  • Master's Degree in literacy or Reading Specialist certification or the equivalent amount of training focused on research-based practices/science of reading in literacy (preferred)
  • 3 years of successful teaching experience
  • 3 years of experience facilitating grade/team level professional learning
  • Demonstrated experience working well with people and maintain productive and positive interpersonal skills
  • Demonstrated knowledge of current state literacy standards
  • In-depth knowledge of reading and writing processes and acquisition as evidenced in daily practice
  • Knowledge and appropriate use of research-informed instructional practices to help all students develop literacy knowledge, skills, and abilities including concepts of print, phonemic awareness, letter-sound recognition, word reading, comprehension, vocabulary, fluency, writing, critical thinking, and motivation
  • Experience Recognition of a variety of assessment purposes and experience utilizing formative, screening, and diagnostic tools to inform instruction
  • Ability to use observational data and formative assessment processes to guide professional learning and coaching
  • Proficiency in technology-based instructional and organizational tools
  • Willingness to invest in one’s own learning through professional reading, active participation in professional learning workshops, and attendance at local, state, and national professional conferences for the purpose of professional growth
  • Ability to provide and receive feedback in order to adjust practice


Essential Functions:

  1. Develop and maintain strong relationships with teaching staff by creating a professional and collaborative environment that includes mutual respect, teamwork, and accountability
  2. Coach side-by-side with K- 8 or 9-12 classroom teachers to support implementation of best practices in early literacy employing a core set of coaching activities, including:
    1. Observing to provide low-inference feedback
    2. Co-planning, goal setting, and having reflective conversations
    3. Co-teaching lessons with teachers
    4. Modeling specific instructional moves
  3. Spend most of their time working directly with K-8 or 9-12 teachers, individually or in small groups, to align their beliefs with research-informed instructional practices and enhance their:
    1. Classroom literacy environment
    2. Use of research-informed literacy strategies
    3. Implementation of core literacy instructional materials
    4. Use of practices aligned with state standards
  4. Provide job-embedded feedback for teachers as they reflect on, set goals for, practice and refine skills learned through the DPSCD Vision of Excellent Instruction
  5. Analyze formative assessment and diagnostic data to create instructional plans
  6. Plan and set coherent, aligned goals for teacher’s development based on data related to student learning
  7. Support teachers to collect and analyze data to inform instructional decisions
  8. Lead, organize, and/or facilitate professional learning communities for teachers
  9. Facilitate small and large group meetings to build capacity and extend literacy learning with K-8 or 9-12 classroom teachers
  10. Meet regularly with the district literacy leadership team and/or district coaching network and serve as an active member to support District literacy initiatives including culture of literacy at assigned schools
  11. Engage in continuous professional learning on research-supported coaching and instructional practices to remain knowledgeable and to grow literacy instruction capacity throughout the District
  12. Employ facilitation skills to create trust among colleagues, develop collective wisdom, and build ownership and action that supports student learning
  13. Engage in ongoing instruction-specific and reflective dialogue with colleagues based on observations of instruction, student work, and assessment data and make connections to research-based effective literacy practices designed to improve student learning
  14. Assist building administrators in identifying strengths and needs in support of an early literacy continuum
  15. Consistently record coaching activities using the provided tools and templates to effectively communicate the positive outcomes of coaching
  16. Communicate progress with district-assigned Training and Support Coordinator and building leadership
  17. Provide direct small group intervention to assigned students for no more than 1.5 hours per day.
  18. Perform other duties as assigned



Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.


External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.


Method of Application:

Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.

Successful candidates are required to submit official transcript(s) at point of offer to hire. Teaching service outside of the Detroit Public Schools Community District must be verified by the applicant's prior employer(s) prior to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.

Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected] or phone at (313) 873-6897.

DPSCD does not discriminate on the basis of race, color, national origin, sex, sexual orientation, transgender identity, disability, age, religion, height, weight, citizenship, marital or family status, military status, ancestry, genetic information, or any other legally protected category, in its educational programs and activities, including employment and admissions opportunities. Contact the Civil Rights Coordinator for more information at (313) 240-4377 or


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