Lower School Community and Behavior Support Specialist

Description

Oregon Episcopal School seeks a Lower School Community and Behavior Support Specialist to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Tracy Hardister (Director of Student Support) and David Lowell (Head of Lower School) when submitting materials.

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 Community and Behavior Support Specialist integrates behavioral expertise with strategic school-wide universal programming to foster a flourishing school community through the lens of a Multi-Tiered System of Supports (MTSS). This position will move fluidly between collaborating with Lower School administrators, faculty, and staff to shape policy/procedures and to provide direct student support, ensuring that our Pre-k to 5 community is rooted in evidence-based practices such as social-emotional learning (SEL), restorative justice, and effective behavioral practices. The Lower School Community and Behavior Support Specialist is an integral member of the Lower School Student Support Team and the all-school OES Student Support Team.

ESSENTIAL DUTIES:
School Climate (Tier 1)

• Universal Programming: Lead the implementation of social-emotional learning (SEL) and school-wide behavior expectations across all grade levels.
• Teacher Consultation and Support: Partner with classroom teachers to refine classroom management, helping them create environments that are aligned with school-wide expectations, SEL curriculum, and trauma-informed practices.
• Professional Development: Facilitate professional development for faculty on a range of topics, such as neurodiversity, restorative justice, behavior data collection, trauma-informed practices, and the impact of executive functioning on behavior.

Restorative Justice & Community Repair (Tier 1 & 2)

• Restorative Frameworks: Partner with teachers and/or other student support team members to facilitate Restorative Circles for classrooms and formal Restorative Conferences to resolve conflicts between students, turning behavioral lapses into learning opportunities.

Behavioral Intervention & Support (Tier 2 & 3)

• Point Person (aka case manager): Serve as the Point Person for identified Student Support Plans (SSPs). Design, implement, and progress monitor those SSPs, and ensure that all required documentation is current.
• Behavior Assessments (FBAs) and Intervention Plans (BIPs): Design, implement, and monitor data-driven BIPs that prioritize skill-building, self-regulation, student participation, and restorative practices. Conduct formal and informal FBAs to identify the "why" behind challenging behaviors.
• Direct Student Support: Provide small group or 1:1 skill-building intervention to support student executive functioning and self-regulation development.
• Crisis Response: Provide immediate, de-escalation support for students in emotional distress, using trauma-informed techniques.
• Progress Monitoring: Maintain records of behavioral data to evaluate the effectiveness of interventions and supports.

Parent Engagement

• Parent Partnership: Act as a bridge between home and school, providing parents with resources, strategies and education to ensure consistency in behavioral support home and school.

Admissions Committee Member

• Participate in the annual Lower School admissions review process through participating in visit days and other admission events, reviewing applications, and attending application review meetings.

School-Wide Responsibilities

• Participate in Diversity, Equity, Inclusion, and Access (DEIA) initiatives. This engagement supports a more inclusive and equitable learning environment for all students.

Requirements

MINIMUM QUALIFICATIONS:

• BA/BS degree in Special Education, Counseling, Social Work, Applied Behavioral Analysis (ABA) credentials, or related field.
• Minimum of 5 years working in an elementary school setting (Pre-K-5 experience is highly valued).
• 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.
• Willingness to work the school year schedule plus designated additional calendar days; occasional evening or Saturday events (5 or less per year).
• Evidence of a commitment to continued professional development.
• Ability to pass a criminal background check and drug screen.

PREFERRED QUALIFICATIONS:

• MA/MS in Special Education, School Psychology, Counseling, Social Work, or related field.
• Board Certified Behavior Analyst (BCBA).
• Experience with academic screenings and/or assessments.
• Knowledge of and/or experience of appropriate Assistive Technology to support students.
• Understanding of the MTSS framework and how to apply it in an independent school culture that values both academic rigor and student-centered care.
• Knowledge and experience with trauma-informed practices in schools.
• Training in alternatives to restraint and seclusion.
• Training or experience with Restorative Justice and Collaborative Proactive Solutions/Collaborative Problem Solving.

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 elementary school students, demonstrated ability to maintain collegial relationships with colleagues.
• 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.
• Ability to support students in both indoor and outdoor settings, on uneven surfaces, and to participate in crisis-management techniques like blocking or keeping pace with a student.