Position Profile

Position: Teacher: TOSA: Preschool Coach (Early Childhood)

Department/School: Instructional Support Services

Reports To: Director of Early CHildhood

FTE: 1.0

Days/Year: 197

Salary Schedule: 2025-2026 Teacher/SSP Salary Schedule, School Based Positions (Group A)

FLSA Status: Exempt

 

Applicants must be legally authorized to work in the United States.

 

Why you will love working here

Join a joyful early childhood community where every child belongs, every voice matters, and every day makes a difference.

The Early Childhood Education Department combines a deep passion for early education with meaningful support for the staff who make the magic happen. We are seeking a knowledgeable and relationship-centered Preschool Instructional Coach to support high-quality preschool programming across the district. This position partners with teachers, school leaders, and district teams to provide coaching, professional learning, and instructional support that strengthens teaching practices and promotes whole-child growth and development for every preschool student. The Preschool Instructional Coach helps guide program implementation, supports continuous improvement efforts, and collaborates in shaping the vision and strategic direction of the district’s early childhood programs. The ideal candidate is reflective, collaborative, student-centered, and passionate about supporting educators and advancing excellence in early childhood education.

Position Summary 

Teachers at Colorado Springs School District 11 are professional educators who ensure that every student has access to rigorous, engaging, and equitable learning opportunities. They embody the district’s values of innovation, inclusion, collaboration, and excellence, and are key contributors to creating a thriving school culture that supports academic and social-emotional success.

Core expectations include designing and implementing standards-aligned instruction, maintaining inclusive and supportive learning environments, using data to inform instruction, collaborating with colleagues, and engaging families as partners in education. Teachers also serve as reflective practitioners who continuously seek to improve through professional learning and feedback

Essential Job Functions

Provide Instructional Leadership

• Support educators and staff in implementing effective, evidence-based instructional practices.
• Facilitate professional learning communities, coaching sessions, or mentoring programs to build teacher capacity and improve student outcomes.

Coordinate and Support School and District Initiatives

• Assist with the development and implementation of school-wide or district-wide programs focused on instruction, curriculum, technology integration, student agency or student behavior.
• Coordinate intervention systems and restorative or behavioral supports to enhance student engagement and academic achievement.

Use Data to Inform Decision-Making

• Collect, analyze, and interpret student, classroom, and school data to guide instructional strategies, interventions, and program development.
• Evaluate the effectiveness of initiatives and provide recommendations for improvement.

Model Best Practices

• Demonstrate exemplary instructional and leadership practices for educators, staff, and students.
• Share innovative strategies and resources to promote high-quality teaching and learning.

Foster Collaboration and Communication

• Build strong working relationships with teachers, administrators, staff, and families to support student learning and school improvement.
• Communicate effectively to facilitate understanding, alignment, and engagement across multiple stakeholders.

Support School Culture and Student Engagement

• Contribute to creating a positive, inclusive, and equitable learning environment.
• Assist in implementing programs and practices that promote student well-being, behavior, and engagement.
  

Engage in Professional Growth and Reflective Practice

• Participate in ongoing professional development and reflective practice to strengthen personal effectiveness and support school and district goals.
• Remain adaptable and responsive to evolving instructional, behavioral, and leadership needs.

Knowledge, Skills, and Abilities

Knowledge of:

• Instructional strategies, curriculum design, and evidence-based teaching practices.
• Adult learning theory, coaching, and mentoring techniques to support educator development.
• School and district initiatives related to instruction, equity, student behavior, and technology integration.
• Data collection, analysis, and interpretation to inform instructional decisions and program improvement.
• Positive behavior supports, restorative practices, and strategies to promote student engagement and well-being.
• Collaborative leadership practices and effective communication strategies for working with diverse stakeholders.
• District policies, legal requirements, and ethical standards applicable to education and leadership roles.

Skills in:

• Coaching, mentoring, and supporting teachers to improve instructional effectiveness and student outcomes.
• Facilitating professional learning communities, workshops, and collaborative meetings.
• Analyzing data to evaluate student performance, program effectiveness, and instructional impact.
• Communicating clearly, professionally, and persuasively with administrators, educators, staff, students, and families.
• Leading and coordinating school or district programs, interventions, and initiatives.
• Implementing strategies that foster positive school culture, inclusion, and equity.
• Adapting instructional and leadership practices to meet evolving school and district needs.

Ability to:

• Build strong, collaborative relationships with educators, staff, administrators, and families.
• Model effective teaching and leadership practices that inspire and guide others.
  Support teachers and staff in applying data-driven instructional strategies and interventions.
• Promote equitable, inclusive, and innovative learning environments across classrooms and schools.
  Reflect on professional practice and continuously seek opportunities for growth and improvement.
• Manage multiple priorities and projects while maintaining a focus on student success and district goals.
• Uphold ethical standards, confidentiality, and professionalism in all aspects of work.

Qualifications

• Bachelor’s degree in education or related field.
• Valid Colorado Teaching License appropriate to assignment.
• Endorsement in content area of assignment (if required)
• Minimum of three (3) years of successful classroom or equivalent instructional experience.
• Preferred qualifications include a master’s degree; experience as an instructional coach, interventionist, or program coordinator; administrative or specialist endorsement; and/or bilingual proficiency (English/Spanish or other district-identified languages).

Working Conditions and Physical Demands

Work is performed primarily in school or district environments and involves frequent interaction with staff, students, and families. The position requires regular, punctual attendance and collaboration across multiple sites, with occasional evening or weekend commitments. Duties involve periods of standing, walking, and movement throughout school buildings, with occasional sitting. TOSAs may need to lift and carry materials or equipment up to 20 pounds and perform activities such as bending, reaching, or climbing stairs. The work requires sufficient manual dexterity, vision, hearing, and verbal communication to effectively engage with students and staff.  Occasional evening events may be required.  Duties must be performed with or without reasonable accommodation.

Join Our Team!

Join Colorado Springs School District 11 as a Teacher on Special Assignment (TOSA) and help strengthen systems of learning and support across our schools. Your leadership, expertise, and collaboration empower educators, inspire students, and advance our shared commitment to excellence for every learner.

 

Employees in this category will also receive the following for the 2025-2026 school year: 

1. Non-Recurring Pay: 6% of base salary in Non-Recurring Pay (distributed as 3% on November paycheck and 3% on May paycheck). 
2. Staffing Stability Incentive (Adams Elementary,  Galileo Middle School and Mitchell High School): 
1. All Teachers/SSPs (regardless of FTE) will receive an additional $5,000 split over two payments ($2,500 in November and $2,500 in May). NOTE: This is prorated based off of FTE.
2. Teaching and SSP Staff qualify to receive an additional 10 extra days (beyond the District Calendar), paid at the per diem rate. Five (5) days for USIP design and five (5) days as “collaborative flex” days.  NOTE: SSPs receiving extra days (per the Employee Handbook) are only allowed to work a TOTAL of 10 extra days. For example, nurses are allowed to work 3 additional days per the Handbook and are only allowed to work an additional 7 days (for a total of 10). 
3. Mitchell High School Only:  Teachers/SSPs also receive a one-step increase (paid monthly). 

• Pay for Performance (Mitchell High School): All Teachers/SSPs receive a Pay for Performance Bonus that is paid out in the fall (utilizing performance measures criteria from the previous year). 

• Additional 10% to Base Pay for the following Hard to Fill positions:  OT, PT, School Nurses, Audiologists, & School Psychologists

• Additional 15% to Base Pay for the following Hard to Fill position(s):  SLP

Base Salary Setting: Employment, assignment and salary placement, is in accordance with job description requirements. A work history is required to demonstrate job title, job duties and time worked in the position. Reference the linked How Your Compensation Is Determined for more details. 

 

Base Salary Setting (New Hires): Any newly-employed Teacher/Special Service Provider (SSP) will be placed on the appropriate lane for their educational background (BA, MA, etc). according to the official transcripts that are provided.  They will be placed at the appropriate step for experience listed on the resume. Teachers will receive credit for a maximum of 14 years for any applicable teaching experience (provided that the experience occurred in the last 15 years). 

 

Base Salary Setting (Rehires): Returning employees who have previously resigned or separated from the District will be rehired at the same step they were on at the time of resignation/separation plus any new experience gained in the same job,  provided step increases were approved by the Board during the years in question.  

 

See Employee Handbook (located on the D11 website) for information on salary setting for rehires (after retirement), promotions and lateral transfers. 

EQUAL EMPLOYMENT OPPORTUNITY