2026-27 SY 1.0 FTE Temporary Teacher on Special Assignment (TOSA) Elementary Student Support Specialist

Bethel School District is seeking appropriately licensed candidates for a 1.0 FTE Teacher on Special Assignment (TOSA) Elementary Student Support Specialist position at Malabon Elementary School for the school year.

This newly created position is designed to strengthen school-wide systems of support for students and families through the implementation of:

• Multi-Tiered Systems of Support (MTSS)
• Positive Behavioral Interventions and Supports (PBIS)
• Restorative and trauma-informed practices
• Attendance and engagement supports
• Family outreach and connection

The Student Support Specialist will work collaboratively with administrators teachers educational assistants counselors specialists families and community partners to help create safe inclusive responsive and joyful learning environments where all students thrive.

Candidates who are licensed or have the ability to obtain Oregon licensure through the Teacher Standards and Practices Commission (TSPC) by the start of the school year are encouraged to apply.

Our Mission

To create relevant responsive and joyful learning communities where all students thrive.

Position Summary

The Elementary Student Support Specialist is a licensed Teacher on Special Assignment (TOSA) position focused on supporting students academic behavioral social-emotional attendance and engagement needs through school-wide prevention systems and targeted interventions.

This position provides leadership and coordination related to:

• MTSS and PBIS implementation
• Student engagement and attendance supports
• Restorative and trauma-informed practices
• Family outreach and partnership
• Behavioral and social-emotional interventions
• Positive school climate initiatives

The Student Support Specialist collaborates with school teams to identify barriers to student success and develop proactive equitable and culturally responsive systems of support for students and families.

Essential Functions and Responsibilities

Student Support & Intervention

• Collaborate with school teams to identify students needing Tier 2 and Tier 3 academic behavioral attendance or social-emotional supports
• Coordinate and monitor targeted interventions and student support plans
• Facilitate or support student success meetings attendance meetings and intervention planning meetings
• Support students and families experiencing barriers related to attendance behavior housing instability mental health or school engagement
• Assist with re-engagement and transition planning for students returning from extended absences behavior incidents or alternative placements

MTSS/PBIS Leadership

• Support implementation of school-wide MTSS and PBIS systems and practices
• Model and support positive behavior strategies and classroom management practices
• Support restorative trauma-informed and culturally responsive practices across the school environment
• Assist with implementation of social-emotional learning practices and positive school climate initiatives

Family Engagement & Outreach

• Build positive and collaborative relationships with families
• Increase family engagement through outreach communication problem-solving and connection to resources
• Connect students and families with school and community-based supports as appropriate
• Collaborate with community partners and service providers to support student success

Staff Collaboration & Coaching

• Collaborate with counselors administrators teachers educational assistants and district staff to provide coordinated student supports
• Provide coaching resources and support to staff related to student engagement behavior interventions and social-emotional supports
• Support equitable inclusive and culturally responsive practices across the school environment

Data & Systems Coordination

• Review and analyze attendance behavior engagement and intervention data to support decision-making
• Assist with tracking and monitoring student progress and intervention effectiveness
• Maintain accurate records and confidentiality in compliance with district state and federal requirements

School Climate & Culture

• Support supervision and student engagement during arrival dismissal recess lunch and transition times as needed
• Promote a safe welcoming inclusive and student-centered school environment
• Support school-wide efforts to strengthen student belonging engagement and positive school culture
• Perform other duties as assigned by the building principal

Knowledge Skills and Dispositions

Successful candidates will:

• Believe all students can learn grow and succeed
• Build strong positive relationships with students families and colleagues
• Demonstrate culturally responsive and equity-centered practices
• Collaborate effectively with multidisciplinary teams
• Use data to support intervention planning and decision-making
• Support family engagement with empathy professionalism and persistence
• Demonstrate flexibility initiative organization and problem-solving skills
• Maintain professionalism confidentiality and sound judgment
• Incorporate feedback and professional learning into daily practice
• Maintain a growth mindset and commitment to continuous improvement

Minimum Qualifications

• Possess an Oregon Teaching License valid for assignment by the start of the school year
• Experience working with elementary-aged students
• Ability to implement culturally responsive practices and strategies
• Ability to communicate effectively orally and in writing
• Ability to collaborate effectively with students families and staff
• Ability to manage multiple priorities and adapt to changing student and school needs
• Ability to maintain regular predictable and prompt attendance
• Successfully pass fingerprinting criminal Oregon Department of Education and TSPC background checks

Preferred Qualifications

Preference may be given to candidates with experience in:

• MTSS PBIS SEL restorative practices and student support systems
• PBIS implementation and behavior intervention supports
• Attendance engagement and re-engagement interventions
• Trauma-informed educational practices
• Family outreach and partnership-building
• Supporting students experiencing behavioral social-emotional or mental health challenges
• Collaborative Problem Solving approaches
• Functional Behavior Assessments (FBAs) and Behavior Support Plans
• Using student data to inform intervention planning
• Working with multilingual students and families

Desired Experience

Highly desired experience includes:

• Bilingual and bicultural communication skills
• Experience working in diverse or high-needs elementary school settings
• Experience collaborating with community agencies and service providers
• Experience supporting inclusive and equitable school climate initiatives
• Experience coaching or supporting staff related to student behavior engagement or social-emotional supports

Applying

A cover letter is required with your application. Applicants should address:

• Experience supporting students through MTSS PBIS restorative or trauma-informed practices
• Experience building positive partnerships with families and community organizations
• Experience using data to support student intervention planning
• Experience collaborating with school teams to improve student outcomes
• Commitment to equity inclusion and culturally responsive practices

For information regarding this position please email Nathan Bridgens Principal at Malabon Elementary School.

To apply please follow the link toTalentEd SchoolSpring

If you are an in-district employee and wish to be considered for this position please indicate your interest in writing toRemie CalalangAssistant Superintendent by 4:00 p.m. on June 12 2026.

CLOSING DATE: Open until filled

Bethel School District 52 complies with provisions of the various civil rights laws such as the Fair Employment Practices Act Title IX regulations and Section 504 of PL93.112 in employment and educational programs and activities.

POSITIONS AVAILABLE PLEASE POST IMMEDIATELY

Required Experience:

IC