About this role
2026 - 2027 School Year 1.0 FTE (.5 FTE of this position is grant funded) This position will remain open until a qualified applicant is selected. The earliest date a recommendation for hire may be submitted is after 08/18/2026. This is a Continuing Position. Evergreen Public Schools (EPS) offers the following to eligible employees who work at least 630 hours in a school year:
• Medical, dental, vision, basic long-term disability, basic life and AD&D insurance through School Employees Benefits Board (SEBB). For additional information click EPS Benefits Information.
• Employees may also be eligible to participate in FSA, DCAP, HSA, FPFSA (w/HDHP), and other supplemental benefits.
Employees may be eligible for employer-employee funded retirement benefits through Department of Retirement Services (DRS). EPS offers paid holidays and paid time off, including but not limited to, sick, vacation, personal, religious, and bereavement leave. Additional negotiated leave options can be found in the associated Collective Bargaining Agreement (CBA) for this position Evergreen Education Association. Certificated positions may have additional pay provisions above what is represented on the salary schedule such as, but not limited to TRI pay, In-Service days, and Extended Contracts, all in accordance with the applicable Collective Bargaining Agreements (CBA) as negotiated. We appreciate your interest in employment with Evergreen Public Schools. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation including fingerprints. Click here for Fingerprinting Services. Failure to submit a full application package will result in disqualification. STANCE STATEMENT: Evergreen Public Schools are committed to eliminating the predictability of outcomes by demographic group and we strive to be a diverse community of schools that provides each member with the opportunities, access, resources, and support they need to be successful. With this in mind, our goal is to recruit, hire and retain employees of all racial/ethnic backgrounds who will bring their unique talents and skills into our educational institution to encourage students to thrive academically. Our district aims to provide an equitable and mutually supportive learning and working environment for all students and staff to succeed in a racially and culturally diverse local, national and global community. SUMMARY STATEMENT: The TOSA for Inclusive Learning and Accessible Education partners with teachers and collaborative teams to strengthen equitable, inclusive, and high-quality teaching and learning. This position supports school improvement efforts by building educator capacity, fostering accessible learning environments, and advancing positive outcomes for all students, particularly students with disabilities and learners who have historically experienced barriers to success. The TOSA facilitates collaborative learning, provides job-embedded support, and partners with educators to examine and improve the instructional practices, systems, and supports that influence student achievement, belonging, and access. This role also supports alignment of instructional practices and student supports across grade levels and feeder schools to ensure a cohesive and consistent educational experience for students as they transition between classrooms and schools. ESSENTIAL FUNCTIONS: Primary Outcomes
• Increased implementation of inclusive and effective instructional practices
• Improved access, belonging, engagement, and achievement for students with disabilities
• Strengthened teacher capacity, efficacy, and collaborative practice
• Greater alignment of instructional practices and student supports across grade levels and feeder schools
• Reduced disparities in student experiences and outcomes
• A collaborative school culture focused on continuous improvement and success for every learner
Instructional Support
• Provide job-embedded instructional support to teachers and collaborative teams to strengthen teaching and learning practices
• Model, co-plan, co-teach, and facilitate reflection on evidence-based, inclusive instructional practices
• Support educators in implementing instructional strategies that promote engagement, accessibility, and high expectations for all learners
• Partner with teachers to align instructional practices with school improvement priorities and student needs
• Support implementation of Multi-Tiered Systems of Support (MTSS) and equitable student support practices
• Use multiple sources of evidence to guide coaching cycles and continuous instructional improvement
Professional Learning and Collaborative Inquiry
• Design and facilitate professional learning aligned to school and district goals
• Strengthen staff capacity in inclusive practices, accessibility, differentiation, Universal Design for Learning (UDL), and culturally responsive teaching
• Facilitate Professional Learning Communities, collaborative teams of service providers, collaborative inquiry processes, and other team learning structures
• Support educators in analyzing student work, instructional practices, and student outcomes to inform instructional decisions
• Foster collective efficacy and shared responsibility for student success
Inclusive Practices and Systems Improvement
• Partner with educators to identify and remove barriers to student access, participation, and success
• Support teams in examining disproportionality, opportunity gaps, and patterns in student outcomes to inform improvement efforts
• Collaborate with special education, intervention, counseling, and general education teams to strengthen inclusive practices and coordinated supports
• Facilitate alignment of instructional practices and supports across grade levels and feeder schools to improve consistency and successful student transitions
• Serve as a resource and thought partner in developing sustainable systems that support equitable outcomes for all students
School and Community Collaboration
• Serve as a collaborative member of school leadership and instructional improvement teams
• Support implementation of school improvement priorities through coaching, facilitation, and capacity-building efforts
• Build trusting relationships with teachers, administrators, and support staff to foster a culture of learning and continuous improvement
• Collaborate with families, community partners, and district staff to support student success
• Participate in school events, meetings, and professional responsibilities as assigned
QUALIFICATIONS:
• Washington State teaching certificate required; instructional coach, administrator, or teacher leader experience preferred
• Master's degree in Education, Special Education, Curriculum and Instruction, Educational Leadership, or related field preferred
• Successful experience as a classroom teacher and instructional leader
• Demonstrated experience supporting adult learning and instructional improvement
DESIRED KNOWLEDGE AND SKILLS:
• Instructional coaching and adult learning practices
• Professional learning design and facilitation
• Inclusive and accessible educational practices
• Multi-Tiered Systems of Support (MTSS)
• Universal Design for Learning (UDL) and differentiation
• School improvement and systems thinking
• Data analysis and continuous improvement processes
• Relationship building and collaboration
• Equity-centered instructional leadership
• Effective communication, facilitation, and problem-solving skills
KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Nurtures a positive school environment that celebrates, respects and values diversity, where teaching and learning are made relevant and meaningful to students of various cultures.
• Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.
• Models instructional leadership and demonstrates a strong commitment to equitable outcomes for all students.
• Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
• The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation or religious belief, with an active commitment to equal opportunity for all persons.
• Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.
Nondiscrimination Statement: Evergreen Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Cale Piland Title IX Coordinator Director of Student Services 13413 NE LeRoy Haagen Memorial Dr. Vancouver, WA 98684 PO Box 8910 Vancouver, WA 98668-8910 Telephone: 360-604-4430 [email protected] Tai Phong Section 504/ADA Coordinator Health Services Manager 13413 NE LeRoy Haagen Memorial Dr. Vancouver, WA 98684 PO Box 8910 Vancouver, WA 98668-8910 Telephone: 360-604-6711 [email protected] Danny Orrantia Civil Rights Compliance Coordinator Senior Director of Human Resources 13413 NE LeRoy Haagen Memorial Dr. Vancouver, WA 98684 PO Box 8910 Vancouver, WA 98668-8910 Telephone: 360-604-4014 [email protected] Shane Gardner HIB Coordinator/ Gender Inclusivity Director of Safety & Security 13413 NE LeRoy Haagen Memorial Dr. Vancouver, WA 98684 PO Box 8910 Vancouver, WA 98668-8910 Telephone: 360-604-4066 [email protected]