Upper School Learning Support Specialist

Oregon Episcopal School Portland, OR United States Oregon Episcopal School seeks an Upper School Learning Support Specialist to begin duties in August 2026. Interested candidates should submit a resume and cover letter addressed to Tracy Hardister (Director of Student Support) and Sarah Grenert-Funk (Head of Upper School) when submitting resumes. OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world. ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community. OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners. As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice, and commitment beyond ourselves. JOB SUMMARY: The Upper School Learning Support Specialist provides support for the development of differentiated curricula, effective instructional methods, and student support plans for Upper School students in collaboration with teachers, students, parents, and outside resources. The Learning Support Specialist will have significant knowledge of and experience with implementing best practices for teaching diverse learners; the skills to contribute to student learning and facilitate faculty professional development; and a strong desire to work with high school students. The Learning Support Specialist will work as a collaborative and proactive member of the All School Student Support Team. This team includes the Counselors and Learning Support Specialists from the Lower School, Middle School, and Upper School divisions. In addition, this position will work directly with US students, faculty, administration, and parents/guardians to help ensure the learning and academic success of students. This position reports directly to the Director of Student Support. The all‑school OES Student Support Team works alongside teachers, students, and parents to create inclusive, safe, and supportive learning environments where students can grow, learn, and thrive. We emphasize our students’ strengths while empowering them to be capable learners who take risks, self‑monitor, self‑advocate, and develop resiliency. Operating from a holistic perspective, we recognize that a positive and successful educational experience ensures that a student’s academic, social, and emotional needs are met. Through thoughtful collaboration and planning, the OES Student Support Team honors individual learning styles and differences, embracing a diverse learning community. The OES Student Support Team is composed of the Director of Student Support along with a Learning Support Specialist and a School Counselor for each Division. ESSENTIAL DUTIES: Student Support Plans Develop, implement, and progress monitor individualized Student Support Plans in collaboration with students, faculty, and parents. Serve as the Point Person (i.e., case manager) for Student Support Plans and student support needs. Ensure that learning strategies, interventions, and accommodations are effectively communicated to students, teachers, advisors, parents, the Student Support Team (SST), and outside stakeholders as needed. Ongoing Student Support Meet regularly with a caseload of students who require additional support, using tools to support data‑informed instructional practices and/or interventions, such as academic screening measures, ELL assessments, Weekly Check‑Ins and teacher feedback to monitor progress. Ensure timely updates and ongoing collaboration with advisors and faculty to respond to emerging student needs. Conduct classroom observations for student support referrals and Student Support Plans. Provide targeted academic support and skill development in small group or one‑on‑one meetings with students. Coordinate with the registrar on scheduling new and returning students and placement of ELL students. Support ELL students as indicated and assigned through administering and interpreting ELL assessments, progress monitoring English‑language development, providing small group or one‑on‑one support, and teaching ELL Academic Skills Class, which intentionally develops learning language and academic skills necessary to grow and develop as students at OES. Lead, coordinate, and facilitate weekly US SST meetings to ensure identification of student support needs and services, progress monitoring, and continuity of interventions, accommodations, and supports. Liaise with Residential Life faculty to provide SST student updates and integration of the day and dorm communities specific to student support and academic programming. Collaborate with the All School Student Support Team, including attending regularly scheduled meetings and collaborating on initiatives. Testing Serve as the liaison for standardized testing accommodations, guiding families through the application process. Submit official documentation required by standardized testing companies to qualify for extended time and other accommodations on exams. Collaborate with teachers to organize, ensure, and proctor extended time testing for students with documented accommodations. Refer students for external Neuropsychological Evaluations as appropriate. Admissions Committee Member Participate in the annual Upper School admissions review process through participating in visit days and other admission events, reviewing applications, interviewing students, and attending application review meetings. Medical & Concussion‑Related Accommodations Collaborate with school staff and healthcare professionals to implement appropriate learning accommodations for students with temporary medical conditions or concussions. Create Medical Leave Plans and monitor these plans, communicating with students, faculty, parents, and advisors to ensure student needs are met throughout recovery and that adjusted expectations, accommodations and deadlines are clear for students and faculty. Faculty Professional Learning and Consultation Develop and provide professional learning opportunities specific to instructional practices and/or interventions that support diverse learning needs, including students with identified additional support needs (e.g., ELL, mental health diagnosis, Specific Learning Disorder, ADHD, ASD, etc.). Collaborate with teachers, which may include co‑planning and time in classrooms, regarding a student, instructional practices and/or interventions to support diverse learning needs and to build teachers’ skills around teaching diverse learners. Participate in Diversity, Equity, Inclusion, and Access (DEIA) initiatives. This engagement supports a more inclusive and equitable learning environment for all students. MINIMUM QUALIFICATIONS: BA/BS or equivalent in education or a related field. Five years of experience as a learning specialist/classroom teacher or equivalent experience in a high school setting. General digital literacy, including experience with the Google suite. Intercultural competency, demonstrated experience and skill in working with students from diverse ethnic, gender, socioeconomic, and educational backgrounds and identities, and a demonstrated commitment to equity and inclusion. Evidence of a commitment to continued professional development. Ability to pass a criminal background check and drug screen. PREFERRED QUALIFICATIONS: MA/MS or equivalent in special education, education or a related field. Experience with academic screenings and/or assessments. Experience working with students who are multilingual/ELL. Knowledge of and/or experience of appropriate Assistive Technology to support students. Knowledge of and/or experience with Multi‑Tiered System of Supports (MTSS), including academic, social, emotional, and behavioral. KNOWLEDGE, SKILLS, AND ABILITIES: Knowledge of legal standards in compliance with state and federal laws, ability to maintain appropriate confidentiality. Knowledge of educational technology; openness to innovation, flexibility to learn as tools evolve. Organizational skills, ability to juggle multiple and sometimes competing deadlines, attention to detail, ability to balance self‑directed work with a strong collaborative approach. Interpersonal skills, ability to contribute to strong and positive connections with high‑school students, demonstrated ability to maintain collegial relationships with colleagues. Ability to generate and implement innovative ideas for engaging and working with students. Excellent verbal and written communication skills, ability to communicate complex information about students in a respectful and clear manner. PHYSICAL REQUIREMENTS: Primarily classroom and office environment, some sitting at a computer and keyboarding. Mobility sufficient to move about the campus. Sight and hearing adequate to perform the duties of the job, ability to communicate clearly. Ability to lift and carry up to 20 pounds on a frequent basis. This is a full‑time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package. APPLICATION INSTRUCTIONS: Visit to learn more about OES and the faculty experience. Fill out the application and attach a resume and cover letter addressed to Tracy Hardister (Director of Student Support) and Sarah Grenert‑Funk (Head of Upper School). Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status. #J-18808-Ljbffr National Association of Episcopal Schools