General Summary

The Head of Student Support (HOSS) is the educational and administrative leader for student support services across Pre-Kindergarten through Grade 5. This role designs, facilitates, and monitors a developmentally responsive, prevention-oriented system that builds staff capacity and ensures early identification and intervention for academic, social-emotional, and behavioral needs. The HOSS partners closely with the Head of Elementary, Head of Early Childhood, and Educational Leadership Team (ELT) to ensure student support practices are equitable, compliant, and sustainable, aligning with the IB PYP philosophy and the mission of the International School of Portland.

The HOSS oversees and leads the Student Support Team, including the School Counselor and Learning Support Specialist, and supervises other assigned faculty. They guide the vision, operations, and collaboration of this team to ensure responsive student-centered systems are implemented across classrooms. The HOSS leads the design and implementation of MTSS (Multi-Tiered System of Supports), Responsive Classroom practices, and individual Student Support Plans. They bring expertise in neurodiversity, special education, behavior intervention, and learning differentiation to create a supportive, inclusive environment for all learners.

Core Responsibilities

Student Support & Wellbeing

• Lead the development and oversight of systems to support students with academic, social-emotional, and behavioral needs
• Design, facilitate, and monitor MTSS structures and Responsive Classroom implementation across divisions, including referral pathways, documentation practices, and progress monitoring
• Develop and manage individualized Student Support Plans (SSPs) and Behavior Support Plans (BSPs) in partnership with teachers, families, the Learning Support Specialist, and the School Counselor
• Ensure supports are developmentally responsive, including early childhood foundations such as play-based regulation, sensory-informed strategies, and family coaching
• Guide the identification of students requiring additional support and coordinate interventions in collaboration with the Student Support Team
• Interpret psychoeducational and specialist evaluations to translate findings into actionable supports, accommodations, and school-based planning
• Support transitions between school years and into middle school by ensuring continuity of support services and documentation
• Coordinate school-based student crisis response protocols and follow-up supports in collaboration with division heads, counselor, and relevant staff

Behavioral Intervention & Discipline

• Serve as the second point of contact for behavioral concerns after teacher and counselor involvement, leading systems-level planning, documentation, and escalation decisions when patterns persist, or safety concerns arise
• Coordinate behavioral observations, data collection, intervention design, and communication with families
• Support faculty in implementing proactive behavior strategies and logical consequences aligned with the Responsive Classroom
• Determine when significant behavioral issues warrant administrative escalation to the Head of Early Childhood (PK–K) or Head of Elementary (1–5)
• Lead the counseling-out process when a student's needs can no longer be met within the school's available resources, with professionalism and compassion

Faculty Collaboration & Leadership

• Supervise the Student Support Team, including the School Counselor and Learning Support Specialist, through regular meetings, professional development, and goal-setting
• Collaborate with faculty to implement differentiated instruction, accommodations, and interventions across subjects and grade levels
• Provide professional development and coaching to teachers on inclusive practices, behavior support, and instructional strategies for neurodiverse learners
• Work with the Instructional Coach and PYP Coordinator to ensure alignment between student support strategies and curriculum planning
• Facilitate complex problem-solving meetings and serve as a mediator between student needs, family partnership, and school-based systems of support

Community Engagement & Communication

• Partner with families to support student growth, facilitate meetings, and maintain regular communication about student progress and plans
• Act as liaison with external providers such as educational psychologists, speech therapists, or public school special education staff
• Support Admissions by reviewing prospective students' support needs and contributing to placement decisions
• Attend parent-teacher conferences and participate in parent education events to support community understanding of student support systems

Operations & School Leadership

• Manage the department budget, scheduling, and student records related to support services in compliance with confidentiality and legal standards
• Maintain clear documentation and ensure proper record transitions between grade levels and divisions
• Partner with division heads to design student support schedules and systems that strengthen classroom capacity and ensure consistent student and family support
• Ensure student support practices and documentation meet confidentiality expectations and align with applicable legal standards, including Child Find-related identification processes and evaluation record protocols
• Contribute to school-wide planning, accreditation processes, and strategic initiatives related to inclusion and student support
• Actively participate in ELT and school leadership activities; model IB Learner Profile attributes in all interactions

Knowledge, Skills, and Dispositions

• Deep understanding of special education, neurodiversity, and MTSS systems of support
• Expertise in Responsive Classroom and evidence-based behavior intervention practices
• Strong leadership, interpersonal, and communication skills, with the ability to collaborate across teams
• Cultural competence and dedication to equity, inclusion, and student advocacy
• Skilled in data analysis, intervention design, and instructional coaching
• Technologically proficient with student data systems, assistive technologies, and digital communication tools

Required

• Bachelor's degree in education, special education, psychology, or related field
• 4+ years of experience in K–5 education with a focus on supporting diverse learners
• Experience designing and implementing student support plans and MTSS
• Experience supervising or coaching instructional staff

Preferred

• Master's degree in special education, educational leadership, or related field
• Certification or advanced training in Responsive Classroom, MTSS, or behavior intervention
• IB PYP and/or language immersion experience
• Bilingual ability in English and one of the school's immersion languages (Spanish, Japanese, or Chinese)

About International School of Portland

The International School provides a warm multicultural environment where children are fully immersed in Spanish, Japanese or Chinese language and culture. Children become fluent in another language, at home in other cultures, and engaged in math, science, social studies and arts. The International School is Portland's first International Baccalaureate elementary school. It was founded in 1990 and today educates over 480 students from age 3 through 5th grade.

Connections working at International School of Portland