Interim Upper School Learning Support Specialist

Oregon Episcopal School Portland, OR United States Oregon Episcopal School seeks an Interim Upper School Learning Support Specialist to begin duties in August 2026 through early November 2026. 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 specialist will work as a collaborative and proactive member of the all‑school Student Support Team. This team includes the counselors and learning specialists from the Lower School, Middle School, and Upper School divisions. In addition, this position will work directly with US students, teachers, administration, and parents/guardians to help ensure the learning and academic success of students. This position reports directly to the Director of Student Support.

ESSENTIAL DUTIES

Design and manage personalized learning plans tailored to individual student needs, often informed by professional evaluations and collaboration with students and their parents. Ensure that learning strategies are effectively communicated to students, teachers, advisors, parents, the learning support team, and outside stakeholders as needed.

ONGOING STUDENT SUPPORT

Meet regularly with a caseload of students needing 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 to respond to emerging student needs. Conduct classroom observations for student support referrals and student learning 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. Participate in weekly SST meetings to identify new students needing support and ensure coordinated interventions. Bring student updates to these meetings and follow through on team decisions. Liaise with Residential Life faculty to bring SST student updates and better integrate the day and dorm communities around student support and academic programming.

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

Participate in the annual Upper School admissions review process through reading applications for day and/or boarding students, attending application review meetings, and interviewing students.

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 Plans and monitor these plans, communicating with students, teachers, parents, and advisors to ensure student needs are met throughout recovery and that modified expectations and deadlines are clear for students and teachers.

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, 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. Teaching Responsibility May be paired with .25 teaching role (English 9) 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 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, 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. Contact Information

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