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

Bethel School District 52 • Eugene, OR

2d • Onsite

About The Position

Bethel School District is seeking appropriately licensed candidates for a 1.0 FTE Teacher on Special Assignment (TOSA) – Elementary Student PBIS Coordinator position at Fairfield Elementary School for the 2026–2027 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, and Family outreach and connection. The Student PBIS Coordinator 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. This position manages student 504 plans. 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 2026–2027 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, and 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.

Requirements

• 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

Nice To Haves

• 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
• 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

Responsibilities

• 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
• 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
• 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
• 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
• 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
• 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

Benefits

• 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

What This Job Offers

• Job Type: Full-time
• Career Level: Entry Level
• Education Level: High school or GED